Guideline on Admission to the Practice of Engineering in Canada ...

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operating reportsT RANSPORTATION & PARKINGTransportation, Parking, and Community Services is dedicated to supporting and promoting the academic,research, business, and service objectives of Emory University and Emory Healthcare by providing effective andimpactful parking and transportation services, facilities, and programs in a safe, reliable, efficient, customerfocused,and environmentally responsible manner.Significant Achievements, FY2012emory university campus services annual report 2012• Implemented license plate recognition technology,integrating it with permitting database in order to use it 25000for more efficient campus parking enforcement.20000• Replaced 100% of the bus fleet with low floor, mediumduty transit style buses, greatly improving on-time 15000performance and significantly enhancing customer10000service and comfort.5000• Achieved a rate of close to 50% of the campuscommunity participating in a ridesharing, transit, or0another commute alternative program.• Operated more than 95,600 hours of shuttle service in FY2012 and provided more than 2.9 million trips tothe campus community. Every year since FY2009, the Cliff system has not only increased ridership but hasincreased in efficiency as well.• Emory commuters contributed to Emory’s overall sustainability goals and saved 29,344,805 lbs. of greenhousegas from entering the environment in FY2012 by participating in one of TPS’s commute alternative programs.30300001 mile driven = 1 pound of air pollutionCalculation method developed by Center for Transportation & Environment for theGeorgia Department of Transportation. Commute Average usedfor calculation based on regional average.
II- EXPERIENCE EVALUATION FOR THE TEACHINGOF ENGINEERING SUBJECTSII- ÉVALUATION DE L’EXPÉRIENCE ACQUISEPAR L’ENSEIGNEMENT DES MATIÈRES PROPRES AU GÉNIEGenerally, the teaching of engineering subjects thatinclude significant engineering science and engineeringdesign content (typically third- and fourth-year courses)is considered to be the practice of professional engineering,while the teaching of basic mathematics and sciencecourses is not. Teaching first- and second-year universitycourses and community-college courses is not normallyconsidered to be acceptable engineering work experience.L’enseignement de matières relatives au génie, plus particulièrementcelles des sciences du génie et de la conceptiontechnique (ordinairement au cours de la troisième et de laquatrième années d’études) est généralement considérécomme une forme d’exercice de la profession d’ingénieur,alors que l’enseignement de base des mathématiques et dessciences ne l’est pas. L’enseignement donné au cours despremière et deuxième années d’études universitaires et descours de niveau collégial n’est normalement pas considérécomme une expérience de travail acceptable en génie.III- CONDUCTING INTERVIEWS IN LIEUOF CONFIRMATORY EXAMINATIONSIII- ENTREVUES SE SUBSTITUANT AUX EXAMENS DE CONTRÔLEA person requires both knowledge and experience to bea professional. It is recognized that the more experiencea person obtains, the more significant that experiencebecomes relative to the person’s education, therefore, anexperience-based interview may be considered a moreappropriate method of assessing applicants who haveobtained significant experience since obtaining theirbachelors’ degrees in engineering. The assessment ofapplicants may take this into account, recognizing thatthere are limitations to assessing experience accurately.While the qualifications of recent graduates of Canadianengineering programs are assessed on the basis of“inputs” (education plus experience), the qualificationsof applicants with significant experience may moreappropriately be evaluated based on an “outcomes”assessment by allowing them to demonstrate that theyhave the knowledge, skills, and level of judgementrequired to practise engineering effectively and competentlyin their chosen fields.Le statut de professionnel s’acquiert autant par la formationque par l’expérience. Il est entendu que plus une personneacquiert d’expérience, plus cette expérience est significativerelativement à la formation. Une entrevue axée sur l’expériencepeut être considérée comme un mode plus appropriéd’évaluation des candidats ayant accumulé une expérienceimportante depuis l’obtention de leur baccalauréat engénie. L’évaluation des candidats peut en tenir compte,mais il faut savoir qu’il y a des limites à l’appréciation précisede l’expérience.Alors que les qualifications des diplômés récents desprogrammes canadiens de génie sont évaluées en fonctiondes " intrants " (formation et expérience), celles decandidats dont l’expérience est appréciable peuvent êtreévaluées plus justement selon leurs " extrants ", en leurpermettant de démontrer qu’ils possèdent les connaissances,les compétences et la qualité de jugement requispour exercer, avec efficacité et compétence, la professiond’ingénieur dans le domaine de leur choix.5INTERPRETIVE GUIDES — Admission • GUIDE D’INTERPRÉTATION — Admission
Page 1 and 2: Canadian Engineering Qualifications
Page 3 and 4: LIST OF ACRONYMS/LISTE DES SIGLESAB
Page 6 and 7: 1- INTRODUCTIONProvincial/territori
Page 8 and 9: ACADEMIC QUALIFICATION REQUIREMENT
Page 18 and 19: ENGINEERING WORK EXPERIENCE REQUIRE
Page 24 and 25: C H A R A C T E R • R É P U T A
Page 26 and 27: Interpretive Guides(Admission)Guide
Page 28 and 29: CCPE MUTUAL RECOGNITION AGREEMENTS,
Page 32 and 33: CONDUCTING INTERVIEWS IN LIEU OF CO
Page 34 and 35: COMPONENTS OF ACCEPTABLE ENGINEERIN
Page 36 and 37: COMPONENTS OF ACCEPTABLE ENGINEERIN
Page 38: CCPE’S INITIAL ASSESSMENT PROGRAM

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