Use the following study guide to help focus your time and effort in preparing for your

first Reading Assessment Quiz (RAQ). Questions on the material may appear in the
form of multiple choice or short answer questions.
1. What do Goldberg and Somerville think the difference is between 20th Century
and 21st Century engineers? Why is that difference important?
2. What are the key skills for the 21st Century engineer, according to Goldberg
and Somerville? Why are they important?
3. Why is engineering considered a profession?
4. According to Andrews, what role do engineers have to play in meeting climate
change challenges in the 21st Century?
5. How is engineering regulated in Canada?
6. What role does self-regulation play in the engineering profession?
7. What is the difference between how engineering is regulated in Canada, versus
the United
8. States and countries abroad?
9. What is a factor of safety and why is it important?
10. What is the Code of Ethics? What role does it play?
11. How do Engineering Associations protect public welfare?
12. In order to be admitted to the profession of engineering in Canada, what
conditions must be satisfied?
13. What is professional development and why is it important?
14. What are some reasons that a licenced engineer can be subject to disciplinary
measures by his or her licencing Association?
15. What is Jennifer MacLennans main argument in the article Why
Communication Matters?
16. MacLennan argues that there are several implications these days for people
who are studying for a profession. What are these, and why are they important?
17. What is Susan de la Vergnes main argument in Dare to Write Well?
18. Why does so much of business writing go unread, according to de la Vergne?
What can writers do in light of this?
Engineering 3101 RAQ Quiz #1 Study Guide
1. In the past, engineers were category enhancers, making existing products and technologies
faster, better, and more efficient, so mastery of the known used to be enough. Today, however,
engineers do so much more. They are no longer category enhancers; they are category
creators, bringing to fruition things that don't yet exist.
2. Noticing Listening Questioning (just read below paragraph to get idea)
A Focus for the Future
When working below the waterline, we're working explicitly with a fuller picture of education -- a picture
that includes language, body, and emotion -- and this leads us to three particular skills: noticing, listening,
and questioning (NLQ), which are the skills that enable people to learn new things. In Big Beacon's work
around the globe, we've found that explicit experiential training in noticing, listening, and open-ended
questioning transforms schools by (1) giving teachers the tools they need to become aware of the
perception, needs, and untapped potential of students, and (2) giving students the tools they need to
become aware of their own stories and purpose, and to guide their own learning in productive directions
of their own choosing. NLQ is not the whole story, but the current system becomes more amenable to the
needed changes as more students and faculty members practice NLQ. Let's examine each of these briefly
in turn:
Noticing. Noticing is central to human change, and R.D. Laing, a Scottish psychiatrist, said it well:
The range of what we think and do is limited by what we fail to notice. And because we fail to notice that we
fail to notice, there is little we can do to change; until we notice how failing to notice shapes our thoughts and
deeds.
Change and innovation begin with awareness, and below the waterline skills are those that get started
when people notice. A portion of our brain, the middle pre-frontal cortex, gives us the capability to
examine our thoughts and feelings, as well as those of others. The brain science is becoming clear:
The more we exercise our ability to notice, the better we become at it. Sometime this capability is
calledmindfulness, and the practice of executive coaching aims at improved noticing and awareness.
Even hi-tech companies such as Google are investing in mindfulness training for their engineers.
Listening. There are different ways to listen, and one distinction is betweenlistening from
ego and empathetic listening. When we listen from ego, we listen to others strictly from our own
point of view. When someone tells a story of going to Paris, we respond, "Oh yes, I love Paris and
have been their X times." This isn't necessarily a bad kind of listening, but everything the speaker
says is an opportunity for the listener to share from his or her own point of view. Cocktail parties are
built on this sort of listening, so it definitely has its place in communication.However, to educate a
new generation below the waterline requires us to teach students how to listen at a deeper level.
Empathetic listening occurs when the listener really focuses on what the other person is saying and
doesn't assume he or she knows what the other person means. For example, someone may say, "I had
trouble at school the other day." To listen at this higher level you might then ask, "What do you mean
by 'trouble'?" In other words, you listen and try to find out how someone is using language and what
they really mean. It's a deeper kind of listening where the listener attempts to understand the
person's perspective through the distinctions they're making. When you listen to people and their
distinctions, you hear their emotions, troubles, concerns, and joy. You hear clues about people,
business, and life that others often miss, which leads to deeper understanding of issues and greater
clarity -- two things that tomorrow's engineers will need to master.
Questioning. Two important types of questions are information gathering and open-ended
questions. Both are critical. To get the facts, we ask lots of information gathering questions, and they
have short, fact-filled answers. But to really be creative and to explore below the waterline, the most
powerful questions are usually open-ended. Open-ended questions beg a person to reflect on
whatever comes to mind, to seek more than one answer, and to explore new threads. In other words,
they are powerful tools to trigger reflection.One simple way to ensure that you're asking powerful
questions is to begin every question with the word "what." There is no such thing as the perfect
"what" question, and many of them (accompanied by empathetic listening are quite powerful), but
here are a few generic examples:
What would success look like in this situation?
In what other ways can you think about this?
What is the other person thinking, feeling, and wanting?
What are you missing or avoiding?
What can you learn from this mistake or failure? ... from this success?
What's possible?
Having students and teachers master the art of the powerful question is itself a critical way to transform
education and build below-the-waterline skill.

3. A degree is required; engineers are experts in their field. Require specialized knowledge,
intensive preparation and instruction in skills and methods as well as in the scientific, historical,
or scholarly principles underlying such skills and methods
4. Engineers will play the role of reducing emissions by increasing efficiency of existing
processes, machinery, buildings, and infrastructure. We must reduce energy waste, especially
energy wasted in transportation, in heating buildings, and in electrical production and delivery,
and we must increase efficiency by re-using materials and recycling waste into useful energy or
products.
5. Each province/territory has passed a law that establishes engineering and/or geoscience as a
profession. Each Act creates an association of professional engineering and/or geoscientists.
Obtaining a license in Canada typically requires a 4-year university degree and an internship
usually 4 years of acceptable experience.
6. The government delegates the responsibility for admission, for standards of practice, and for
discipline, to the members of the profession. Each province/territory has passed an Act to
create an Association of professional engineers, which in turn regulates the profession. The
Association must enforce the Act, regulations, and bylaws.
7. In the US, the profession is not self-regulating. State governments appoint licensing boards
to license engineers, and the governments establish the regulations that engineers must follow.
Therefore, politicians typically play a more significant role in establishing and enforcing
regulations in the US system than they do in Canada. Another difference is that a Canadian
license confers both the right to practice the profession, as well as the right to the title (P.Eng.
or P.Geo). In the US, licensing confers only the right to use the title. As a result, anyone can
practice. (i.e. industrial exemption, permitting entire industries to function with unlicensed
engineers).
8. factor of safety is the ratio of load capacity to expected load, on a component, system, or
structure. It is one calculation that summarizes whether a design properly protects the life,
health, property or the public welfare. It is important for engineers to ensure that the factor of
safety is adequate and is correctly calculated.
9. The Code of Ethics is a set of rules of personal conduct. Every engineer and geoscientist must
be familiar with this code and endeavor to follow it.
10.Public welfare is protected by: Admitting only qualified people to the profession Establish
standards of professional practice and Code of Ethics Discipline negligent, incompetent, or
unscrupulous practitioners (when necessary
11.Conditions to become a licensed professional engineer: Education. Must have adequate
academic qualifications. A university degree from an accredited university engineering
program. Experience. Must satisfy the experience requirements. Most jurisdictions require 4
years; at least 1 year must be in a Canadian environment. Knowledge of professional practice
and ethics. Typically, every applicant must write and pass the professional exam on Canadian
law and ethics. Language. Must be able to communicate effectively, both orally and in writing,
in the working language of the province or territory. Character. Must be of good character, as
determined mainly from references. Citizenship. All provinces (except Quebec) require
Canadian citizenship or landed immigrant status. Residence. Most provinces are eliminating
residency requirements. Provinces with this requirement issue temporary licenses to non-
resident engineers. Age. Must have reached legal age of majority, which is 18 in most of
Canada.
12. Professional development refers to skills and knowledge attained for both personal
development and career advancement. It is important because it is essential for engineers to
keep their knowledge and skills current so that they can deliver the high quality that safeguards
the public and meets the expectations of the customers and the requirements of their
profession.
13. Causes for disciplinary action to licensed engineers: Professional misconduct Incompetence
Negligence Breach of the Code of Ethics Physical or mental incapacity Conviction of a serious
offense
14. Maclennans main argument in her article is that communication is the key to success. She
believes it is essential in specific professional careers including engineering. Emphasis is
increasingly being placed on soft skills, one of the main ones being communication. Those is
scientific professions spend most of their time engaged in some form of communication. It is a
skill that is required for a job at any level.
15. Implications for people who are studying for a profession: Communication skills are both
highly valued and highly sought-after by employers Soft skills of communication such as team
building, empathy, self-awareness, ethics, and cooperation are taking on equal or greater value
in the eyes of employers. Employers believe most new graduates cannot adequately perform
the communication tasks expected of them in their positions Professional programs have been
slow to react to this expansion in emphasis on communication skills, typically only providing
students with courses that cover the traditional skills and fail to address the other
communications skills that are essential to professional success.
16.
17. Technical standards are formal documents that establish uniform engineering or technical
criteria, methods, processes and practices developed through an accredited consensus process.
18. It gives you ownership on the product/invention. If you want to make money or sell the
invention, you must have it patented - almost all potential buyers or manufacturers will not buy
it if product isn't patented.
19.The main argument in Dare to Write Well is that being able to effectively communicate a
message through writing is an important skill to have. Susan de la Vergne demonstrates how
the use of a few simple tips can improve your writing; she stresses that just because everyone
elses business writing is boring doesnt mean yours has to be. She is inspiring people to take
pride in their writing.
20.a great deal of business writing goes unread. Why? Because its boring. The work isnt
boring, but the writing about it is, and everyone expects it to be. Thats why many of us dont
set aside time to read documents. We dont like to read boring writing. In light of this, writers
can use the tips that she describes in the article. #1: Express the Action. Using verbs are more
efficient (use fewer words) and they also make a more lively impression. #2: Avoid Tired
Language. Using tired clichs (the greatest thing since sliced bread) is no longer effective, it
becomes transparent. Freshen up your language.