How Becoming a Registered Engineering Technician (Engtech) Could Advance Your Career
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Membership Committee Terms of Reference
Membership Committee Terms of Reference Constitution The Membership Committee is a sub-committee of the Board of Trustees (BoT). The Committee is established pursuant to a) Article 50 of the Articles of Association, and b) Section 10 of the Bye-laws. Overall purpose(s) The principal purposes of the Committee are to: Ensure that the Institute’s membership and professional standards are maintained and applied to the required levels; and Ensure that the Institute complies with the requirements for registration of all relevant Licensing bodies including. Reporting The Committee will report to BoT through: Providing BoT with access to minutes of all its meetings; minutes will include details of decisions taken. Provision of reports, advice and recommendations in relation to the Committee’s terms of reference. Provide such reporting and audit information to the relevant Licensing Bodies as may be required. Key responsibilities Membership Standards and Requirements Recommend to the Board of Trustees the Institute’s grades for individual nuclear professionals and other membership levels, qualifications/criteria required and post-nominal letters, making recommendations as required to the Board of Trustees. Set out, update and promulgate the requirements for registration with the Engineering Council (EngC), the Science Council (SC), European Federation of National Engineering Associations (FEANI), and/or any other licensed registration. Ensure that the Nuclear Institute complies with the registration standards and requirements of all Licensing bodies including the Engineering Council (EngC), the Science Council (SC), European Federation of National Engineering Associations (FEANI), and/or any other licensed registration. Assess and approve suitable candidates for membership and for registration with EngC, SC, and/or any other Licensing body and FEANI. -
POCKET GUIDE to PROFESSIONAL REGISTRATION for Engineers and Technicians 2017
ENGINEERING COUNCIL POCKET GUIDE TO PROFESSIONAL REGISTRATION for engineers and technicians 2017 www.engc.org.uk Foreword About this guide Operating under a Royal Charter, the Engineering This pocket guide has been developed for use by all those working within the professional engineering community. It Council is charged with regulating the UK aims to provide key information about registration with the engineering profession on behalf of society. Engineering Council and explains the relationship between We hold the national Register of those who the many organisations working within this community. have satisfied their peers of their competence More detailed information and other Engineering Council publications are available on the internet. and commitment as Engineering Technicians, Incorporated Engineers, Chartered Engineers and The guide has been produced in both hard copy and online as an ebook. Whilst data contained in the hard copy was ICT Technicians. We set the education standards correct (as supplied to the Engineering Council) at the time for engineering programmes that provide the of publication, subsequent changes are inevitable. The underpinning knowledge and understanding Engineering Council will endeavour to keep the ebook version required to practise engineering, as well as setting up to date as changes are notified to the organisation, but cannot be held responsible for incorrect data. Therefore, it is standards for professional development. We can advisable to check the primary source of information before only achieve this through the commitment of acting upon any of the information provided. the entire professional engineering community, Should you come across incorrect information contained within supported by academics and employers. -
Electrical Engineering Technology
Electrical Engineering Technology Electrical Engineering Program Accreditation The Electrical Engineering Technology program at Central Piedmont is accredited by the Engineering Technology Accreditation Commission Technology (TAC) of the Accreditation Board of Engineering and Technology (ABET). The Associate in Applied Science degree in Electrical Engineering How to Apply: Technology has been specifically designed to prepare individuals to Complete a Central Piedmont admissions application through Get become advanced technicians in the workforce. Started on the Central Piedmont website. Electrical Engineering Technicians (Associates degree holders) typically build, install, test, troubleshoot, repair, and modify developmental and Contact Information production electronic components, equipment, and systems such as For questions about the program or for assistance as a student in the industrial/computer controls, manufacturing systems, instrumentation program, contact faculty advising. The Electrical Engineering Technology systems, communication systems, and power electronic systems. program is in the Engineering Technology Division. For additional information, visit the Electrical Engineering Technology website or call the A broad-based core of courses ensures that students develop the skills Program Chair at 704.330.6773. necessary to perform entry-level tasks. Emphasis is placed on developing the ability to think critically, analyze, and troubleshoot electronic systems. General Education Requirements Beginning with electrical fundamentals, course work progressively ENG 111 Writing and Inquiry 3.0 introduces electronics, 2D Computer Aided Design (CAD), circuit Select one of the following: 3.0 simulation, solid-state fundamentals, digital concepts, instrumentation, C++ programming, microprocessors, programmable Logic Controllers ENG 112 Writing and Research in the Disciplines (PLCs). Other course work includes the study of various fields associated ENG 113 Literature-Based Research with the electrical/electronic industry. -
WG1 Final Report
Industry Response Group Competences for Building a Safer Future Working Group 01 – Engineers Final Report version: 1.0 1.00 Engineers - membership and lead contributors 1.01 Chair: George Adams, SPIE UK, Engineering Council Secretary: Katy Turff, Engineering Council 1.02 Lead contributors See Annex A. 2.00 Executive Summary WG1 brought together four end-user organisations, 13 professional engineering institutions and two other industry bodies led and supported by the Engineering Council. WG1 had good integration with 2.01 MHCLG. The scope of WG1 was the competence required by engineering professionals engaged in design, build, test and maintenance of the fixed engineering assets that constitute life safety systems within 2.02 a Higher-Risk Residential Building (HRRB) and proposals for the Safety Case process. Engineering life safety systems are critical to the safety of occupants and fire and rescue services, and buildings must be seen as an integrated solution if the integrity of the life safety strategy is to be maintained. The choice, specification and performance of each individual element of the system or 2.03 collection of systems is critical to the overall safety of occupants. WG1 set out to define how the competence and professionalism to undertake these tasks could be better recognised and this included the need for improving the integration of systems and approaches. For residents to be safe and feel safe, WG1 identified a need to integrate the currently disparate engineering practices in HRRBs and provide a new coherence to -
The Engineering Technician: Dilemmas of a Marginal Occupation
LIBRARY OF THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY SCHOOL OF INDUSTRIAL MANAGEMENT ;PV I Organization Research Program ) THE ENGINEERING TECHNICIAN: DILEMMAS OF A MARGINAL OCCUPATION William M. Evan MASS. INSl. rcf.,7 OCT 30 m4 September 1963 #36-63 DEWEY LIBRARY MASSACHUSETTS INSTITUTE OF TECHNOLOGY 50 MEMORIAL DRIVE IDGE 39, MASSACHUSr Copy I y Organization Research Progran THE ENGINEERING TECHNICIAN: DILEMMAS OF A MARGINAL OCCUPATION William M. Evan ,OCT30t9r , September 1963 #36-63 DEWEY LIBRARY This paper was prepared for a book entitled Human Dimensions of Work; Studies in the Sociology of Occupations , ed. by Peter L. Berger. New York: Macmillan, to appear 1964. The author wishes to express his gratitude to Donald G. Marquis for the many valuable comments he made on this manuscript. Dr. Evan is Associate Professor of Sociology and Industrial Management. He was formerly at Bell Telephone Laboratories and Columbia University. / ' 73 >t^ , Dewey ABSTRACT The engineering technician occupies a position in the occupational hierarchy intermediate between that of the engineer and that of the craftsman. His ambivalence regarding his status and the ambivalence of others towards him contribute to his marginal position. The marginality of the engineering techni- cian is also reflected in the heterogeneous nature of his work, the multiplicity of titles used to designate his work, his education and training, the rate and method of compensation, his self-image and the public images of his occupation. Various adapta- tions to the built-in role strains of his occupation are analyzed. The ratio of engineering technicians to engineers is markedly lower in the United States than it is in Great Britain, France, the Soviet Union, and West Germany, The cultural values placed on achievement and the college-centered character of the American educational system contribute to this shortage. -
Findings and Recommendations from an NAE Study
Paper ID #20271 Engineering Technology Education in the United States: Findings and Rec- ommendations from an NAE Study Mr. Greg Pearson, National Academy of Engineering Greg Pearson is a Scholar with the National Academy of Engineering (NAE) in Washington, D.C. Greg currently serves as the responsible staff officer for the NSF-funded project ”The Status, Role, and Needs of Engineering Technology Education in the United States.” He is also study director for the Chevron-funded project, Guiding Implementation of K-12 Engineering in the United States. He was the study director for the NAE and National Research Council project that resulted in the 2014 report, STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. He was the study director for the project that resulted in publication of Standards for K-12 Engineering Education? (2010) and Engineering in K-12 Education: Understanding the Status and Improving the Prospects (2009), an analysis of efforts to teach engineering to U.S. school children. He oversaw the NSF-funded project that resulted in the 2013 publication of Messaging for Engineering: From Research to Action and the 2008 publication of Changing the Conversation: Messages for Improving Public Understanding of Engineering and was co-editor of the reports Tech Tally: Approaches to Assessing Technological Literacy (2006) and Technically Speaking: Why All Americans Need to Know More About Technology (2002). In the late 1990s, Greg oversaw NAE and National Research Council reviews of technology education content standards developed by the International Technology Education Association. Dr. Daniel Peter Kuehn, The Urban Institute Daniel Kuehn is a Research Associate I in the Urban Institute’s Income and Benefits Policy Center and a doctoral student in American University’s Department of Economics. -
Career Information .PDF
ELECTRONICS ENGINEERING TECHNOLOGY DEPARTMENT CAREER INFORMATION ELECTRICAL ENGINEERING & ELECTRONICS ENGINEERING TECHNOLOGY: From the book: “Engineering Education and Practice in the United States - Engineering Infrastructure Diagramming and Modeling” Prepared by: Panel on Engineering Infrastructure Diagramming and Modeling, Committee on the Education and Utilization of the Engineer, Commission on Engineering and Technical Systems, National Research Council. Published by National Academy Press; Washington, D.C.; 1986; ISBN: 0-309-03639-9; Pages 74 - 75. Background: In the late 1970’s under the umbrella of what was then the Engineers’ Council for Professional Development (ECPD), now Accreditation Board for Engineering and Technology (ABET), many of the engineering societies participated in a comprehensive review of definitions including that of engineering, the engineer, and the engineering technologist and technician. Their report entitled “The Engineering Team” was approved by the ECPD Board of Directors in 1979, and contained the following definitions and explanatory notes: ELECTRICAL ENGINEERING: Electrical Engineering is the profession in which a knowledge of the mathematical and natural sciences gained by study, experience and practice is applied with judgment to develop ways to utilize, economically, the materials and forces of nature for the benefit of mankind. Electrical Engineer: With a strong background in mathematics, the basic physical sciences, and the engineering sciences, the engineer must be able to interrelate engineering principles with economic, social, legal, aesthetic, environmental and ethical issues, extrapolating beyond the technical domain. The engineer must be a conceptualizer, a designer, a developer, a formulator of new techniques, a producer of standards - all to help meet societal needs. The engineer must plan and predict, systematize and evaluate - must be able to judge systems and components with respect to their relation to health, safety and welfare of people, and to loss of property. -
Mechanical Engineering
Careers and Employability Service What Can I Do With My Degree? Mechanical Engineering Introduction This resource is designed for you to discover what you can do with your degree. It contains information on: • Skills gained through your degree - useful in career decision-making and when applying for graduate jobs • Overview of the main career areas with your degree – to help you understand what other students with your degree have gone on to do • Links to selected relevant professional bodies and associations – to help you understand the sector and also provide advice and information • Finding opportunities – including finding jobs and internships, volunteering opportunities, specialist recruitment agencies. • Further study - professional qualifications and programmes aligned to your first degree Skills gained through your degree In a competitive graduate labour market, it is important that you are able to demonstrate the key skills that you have developed through your degree programme. Reflecting upon the skills you have gained and your skill strengths can also be helpful in career decision making. The following resources can help you to understand the skills gained from your degree. Prospects Understanding your skills Your course learning outcomes – Your course modules contain aims and learning outcomes. These are useful in assisting you to recognise and reflect upon the skills developed during your studies. Overview of the main career areas with your degree Prospects TargetJobs National Careers Service Links to selected professional -
A Review of Engineering Technician Education in Australia
AC 2011-2740: A REVIEW OF ENGINEERING TECHNICIAN EDUCA- TION IN AUSTRALIA: David Dowling, University of Southern Queensland Professor David Dowling is passionate about helping engineering students learn and achieve their ca- reer goals. As Professor of Engineering Education at the University of Southern Queensland (USQ) his research and development activities are focused on enhancing curricula, and teaching and learning envi- ronments. Professor Dowling was Associate Dean (Learning and Teaching) from 1995 to until January 2009. He was a President of the Australasian Association for Engineering Education in 2005-2006, and was awarded an Australian Learning and Teaching Council (ALTC) Citation in 2008. David was the lead author of the recently published first year text: Engineering Your Future: An Australasian Guide. Professor Dowling is currently leading two major research projects: A study of engineering technician education in Australia, which was funded by a USQ Senior Fellowship; and The Define Your Discipline Project, an ALTC funded project that aims to develop a process that can be used by a discipline to de- velop detailed graduate outcomes for that discipline. During 2010 the project team has been working with industry and university stakeholders across Australia to develop a national set of graduate outcomes for environmental engineering programs. Page 22.95.1 Page c American Society for Engineering Education, 2011 A review of engineering technician education in Australia: Programs, pathways and perspectives Introduction The Dublin Accord1,2,3 is an international agreement that defines the educational base for Engineering Technicians and is used for the recognition of equivalence of those qualifications. Under the agreement, the qualifications that have been accredited by one of the national organizations that is a signatory to the Accord are recognized by each signatory organization as being substantially equivalent to the accredited qualifications within its own jurisdiction. -
Chartered Status
Chartered Status The chartered title can be held by those eligible people in the Member and Fellowship categories of Institute membership. The title Chartered Physicist is exclusive to the Institute of Physics. Chartered Engineer is maintained by the Engineering Council UK and Chartered Scientist by the Science Council. Chartered status stands for the highest standards of professionalism, up-to-date expertise, quality and safety, and for capacity to undertake independent practice and exercise leadership. As well as competence, the title denotes commitment to keep pace with advancing knowledge and with the increasing expectations and requirements for which any profession must take responsibility. Chartered status is the aspiration of members engaged at the leading edge of all fields of physics and its applications. Why Become Chartered? Physics is an integral part of our culture, providing the foundations for many scientific disciplines including chemistry, biology, the geo-sciences and engineering. The increase in wealth, economic globalisation, living standards and the quality of life in the 20th century was largely based on technological progress which in turn relied heavily on innovative research in physics. These trends are anticipated to continue and, indeed, strengthen in the 21st Century. As part of this the Institute has strengthened the standard for Chartered Physicist and made it a valuable tool for all employers (whether major multinationals on a recruitment cycle, SMEs or start- ups.). Chartered Physicists agree to be bound by a Code of Conduct that reflects best practice. The Code requires our members not only to show a high level of professionalism, but also to continually advance their competence through continuing professional development. -
Who Speaks for Engineering Technology the Role of The
Session 2546 Who Speaks for Engineering Technology - The Role of the Engineering Technology Council Walter W. Buchanan, Willard D. Bostwick Middle Tennessee State University/ Indiana University-Purdue University at Indianapolis Abstract The national engineering technology community needs a voice. This article explores the role of the Engineering Technology Council (ETC) of the American Society for Engineering Education (A SEE) in providing a voice for the national engineering technology community. The article gives a brief history of the ETC and looks into what the ETC might do to enhance the position of engineering technology in the engineering spectrum, Introduction In 1970 Winston D. Purvine became the first chair of the Engineering Technology Council. The ETC was created to assess and recommend policies affecting the overall administration of the Accreditation Board for Engineering and Technology (ABET) accredited technical colleges and schools. The ETC can also be used to provide forums for discussion and an information exchange concerning problems and experiences of technical colleges and institutions, to represent and to speak on behalf of member technical colleges, and to cooperate with other segments of the Society on matters of common interest. 1 Although the ETC and the Engineering Technology Division (ETD) represent and are the voice of the engineering technology community within ASEE, it is generally recognized that the ETC has not become an effective voice for engineering technology the way the Engineering Dean’s Council has become for the engineering community. This is unfortunate since the first guiding principle of the ETC in performing its mission of promoting quality education in engineering technology is to speak collectively for engineering technology institutions.2 ABET Engineering technology has especially lacked an effective voice within the Accreditation Board for Engineering and Technology. -
Registration Code of Practice (Registration Code)
When printed this becomes an uncontrolled document. Please check the Engineering Council website for the most up to date version. Engineering Council Registration Code of Practice (Registration Code) 1 This Registration Code of Practice is published by the Board of the Engineering Council under Bye-Law 2 and governs the implementation by Licensed Members of the United Kingdom Standard for Professional Engineering Competence (UK- SPEC) and the Standard for Information and Communications Technology Technician (Standard for ICTTech), hereafter referred to as the Standards, and the registration of individuals under those Standards. 2 Nothing in this Registration Code shall be taken as overriding obligations placed on Engineering Council and Licensed Members by national and EU legislation, for example any requirement to process applicants holding EU professional qualifications under the provisions of relevant Directive(s). 3 The application of this Registration Code by Licensed Members shall be subject to audit by the Engineering Council Quality Assurance Committee under Bye-Law 16. Licensed Members shall maintain sufficient records for external audit purposes. 4 The Board of the Engineering Council may add to, amend or revoke paragraphs in this Registration Code, on the recommendation of Registration Standards Committee, or may delegate responsibility for amendment to that committee. Any such changes shall be communicated to all Licensed Members. 5 Licensed Members shall not register individuals with the Engineering Council, or accredit or approve programmes and qualifications for such registration, outside the terms of this Registration Code, without the authorisation of the Registration Standards Committee. 6 Technical or procedural issues arising in the application of this Registration Code shall be referred to the Engineering Council for consideration, following which the Engineering Council may issue guidance.