Surveying Body of Knowledge – Preparing Professional Surveyors for the 21st Century

1. Surveying Body of Knowledge – Preparing ProfessionalSurveyors for the 21st Century By Joshua Greenfeld, PhD

2. The body of knowledge committee Members: • Josh Greenfeld, PhD, LS – Committee chair • Bob Burtch, PLS, PE – Ferris State University • Earl Burkholder, PS, PE – NM State University • Bob Dahn, PLS – Private practice • Wendy Lathrop, PLS – Private practice • Joe Paiva, PhD, PLS – Geomatics Consultant

3. Outline • What is a profession? • Why a “body of knowledge”? • How is the body of knowledge being developed • Components of the body of knowledge • Macro and Micro • Where we go from here

4. Why a “body of knowledge”? The definition of a profession: A profession is an occupation, vocation or career where specialized knowledge of a subject, field, or science is applied. It is usually applied to occupations that involve prolonged academic training and a formal qualification. It is axiomatic that "professional activity involves systematic knowledge and proficiency." Professions are usually regulated by professional bodies that may set examinations of competence, act as a licensing authority for practitioners, and enforce adherence to an ethical code of practice.

5. Why a “body of knowledge”? Professions enjoy a high social status, regard and esteem conferred upon them by society. This high esteem arises primarily from the higher social function of their work, which is regarded as vital to society as a whole and thus of having a special and valuable nature. All professions involve technical, specialized and highly skilled work often referred to as "professional expertise." Training for this work involves obtaining degrees and professional qualifications (Licensure) without which entry to the profession is barred (occupational closure). Training also requires regular updating of skills (continuing education).

6. Why a “body of knowledge”? In summary: • A profession is founded on knowledge skills and education. • The respect for professionals arises from their expertise, education, and the impact their work makes on society. • The acquisition of specialized knowledge, skills and expertise justifies the special privilege bestowed on a licensed professional to practice his/her profession and bar everyone else from practicing the same.

7. Why a “body of knowledge”? Internal reasons: • To formulate the scope of the profession • To promote recognition for the need for college education • To help surveyors in business development • To develop surveying scholarship External reasons: • To help promote the profession • To define the distinctiveness of the profession

8. Why a “body of knowledge” for surveying? A bill to loosen licensing requirements for surveying in rural areas of Alabama was introduced in the Alabama legislature. In an article on the bill that appeared in the Mobile Press Register, the following justification for the bill was given: "PVC pipe made everyone a plumber; the wire welder made everybody a welder. GPS made everyone a surveyor."

9. Tapes and Transits/Theodolites Total Station (robotic), GPS (RTK) Measurements with abscissa and offsets Polar measurements Topo measurements with Stadia 3D Scanner Manual drafting with ink on Mylar CAD, GIS Assumed coordinates NSRS (national spatial reference system) 3 person surveying crew 1 person crew Approximate computation methods Rigorous computations methods Surveying 25 years ago vs. today

10. What will surveyors do 25 years from now? “It's tough to make predictions, especially about the future.” (Yogi Berra) However it is safe to predict that: • Surveyors will use different tools and technology • Field work will become a smaller component of a project • Clients and deliverables will change • Professional surveyors will have to be able to adopt new and somewhat different skills

11. EDUCATION SurveyingThen Now Experience

12. Knowledge vs. Skills • Skill is about knowing how and being useful • it’s only about being able to do things • it isn’t about knowing why things are as they are or what exactly they are. It’s just that you can do it • You don’t have to know how it is you know how to do it, either

13. Approaches to developing a body of knowledge • Macro level • Micro level • Technology centered • Theory and science centered • Knowledge vs. skills • A combination of the above

14. Knowledge vs. Skills • Knowledge is knowing what, and why. • It’s about knowing the concepts, the terminology. • It’s about being able to use concepts from one field to another, to spot patterns between things. • It’s being able to discuss your field with a peer, or read technical papers about it. • Skill is about knowing how and being useful • it’s only about being able to do things • it isn’t about knowing why things are as they are or what exactly they are. It’s just that you can do it • You don’t have to know how it is you know how to do it, either

15. Resources for Body of Knowledge (BoK )

16. The Macro Level Surveying Body of Knowledge

17. Definitions of Level of Competence • Level 1 (Recognition) represents a reasonable level of familiarity with a concept but lacks the knowledge to specify and procure solutions without additional expertise. • Level 2 (Understanding) implies a thorough mental grasp and comprehension of a concept or topic. Understanding typically requires more than abstract knowledge. • Level 3 (Ability) is a capability to perform with competence. As one grows professionally, his/her abilities also develop so that more challenging and difficult problems can be solved.

18. The 15 BoK Outcomes Surveying BOK in Terms of Outcomes 11 ABET outcomes (a-k) A depth outcome (specialized technical area) 3 Breadth outcomes (Supervision and project management; business and public policy and administrationleadership)

19. The 21st Century surveyor must demonstrate: • an ability to apply knowledge of mathematics, science and engineering/applied science/ technology.(ABET (a)) • Commentary: • A technical core of knowledge in mathematics, science, and technology • In imparting the common technical core, students should understand the fundamentals of several recognized major surveying areas. • Knowledge includes most of the following: mathematics through linear algebra, probability, statistics and statistical testing, physics, economics, geo-spatial representation, and information technology.

20. The 21st Century surveyor must demonstrate: • an ability to design and conduct experiments, as well as analyze and interpret data. (ABET (b)) • Commentary: • Surveyors commonly design and conduct field work, gather data, process observations, and then analyze and interpret the results. • Professional surveyors should be able to do this in at least one of the current major surveying areas such as: geodetic control, field based mapping, imagery based mapping, boundary surveys, GIS, etc.

21. The 21st Century surveyor must demonstrate: • an ability to design a system, component, or process to meet desired needs. (ABET (c)) • Commentary: • Design methodology and process elements include problem definition, scope, methodology, means, analysis, creativity, synthesizing alternatives, iteration, regulations, codes and safety. • Other design elements are bidding on projects, estimating costs; interaction between planning, design and execution. • Understanding large-scale systems including the need to integrate information, organizations, people, processes, and technology.

22. The 21st Century surveyor must demonstrate: • an ability to function on multi-disciplinary teams. (ABET (d)) • Commentary: • A professional surveyor should be able to lead a team as well as participate as a member of a team. • This requires understanding of team formation and evolution, personality profiles, team dynamics, collaboration among diverse disciplines, problem solving, and time management and being able to foster and integrate diversity of perspectives, knowledge, and experiences.

23. The 21st Century surveyor must demonstrate: • an ability to identify, formulate and solve Surveyingproblems. (ABET e) • Commentary: • A professional surveyor should be able to assess situations in order to identify surveying problems, formulate alternatives, and recommend feasible solutions

24. The 21st Century surveyor must demonstrate: • an understanding of professional and ethical responsibility. (ABET (f)) • Commentary: • The professional surveyor is to hold paramount the welfare of the public. • A thoughtful and careful weighing of alternatives when values conflict is crucial to the responsible conduct of surveying. • Therefore, a professional surveyor needs to demonstrate an understanding of and a commitment to practice according to the fundamental principles of ethics and the codes of professional conduct.

25. The 21st Century surveyor must demonstrate: • an ability to communicate effectively. (ABET (g)) • Commentary: • Effective communication includes listening, observing, reading, speaking, and writing, and requires understanding of the fundamentals of interacting effectively with technical and non-technical, individuals or audiences, in a variety of settings. • A professional surveyor needs to be versatile with communication and presentation tools such as word processing, spreadsheets, slide presentations, graphics, visualization, the worldwide web and other.

26. The 21st Century surveyor must demonstrate: • a broad education necessary to understand the impact of Surveying solutions in a global and societal context. (ABET (h)) • Commentary: • A professional surveyor needs to appreciate, from historical and contemporary perspectives, culture, human and organizational behavior and their impacts on society, as well as the history of land ownership and the heritage of the surveying profession.

27. The 21st Century surveyor must demonstrate: • a recognition of the need for, and an ability to engage in, life-long learning. (ABET (i)) • Commentary: • Life-long learning encompasses Professional development and Personal development • Life-long learning options include additional formal education, continuing education, professional practice experience, active involvement in professional societies, community service, coaching, mentoring, and other learning and growth activities.

28. The 21st Century surveyor must demonstrate: • a knowledge of contemporary issues. (ABET (j)) • Commentary: • To be effective, professional surveyors should appreciate the relationship of surveying to critical contemporary issues such as multicultural globalization of surveying practice; raising the quality of life around the globe; the growing diversity of society; and the technical, environmental, societal, political, legal, economic, and financial implications of surveying and spatial information projects.

29. The 21st Century surveyor must demonstrate: • an ability to use the techniques, skills, and modern Surveyingtools necessary for surveying practice. (ABET (k)) • Commentary: • This includes the role and use of appropriate positioning and information technologies, contemporary analysis and design methods, and applicable standards, as practical problem-solving tools to complement knowledge of fundamental concepts. • The ability to select the appropriate tools for solving different types and levels of problems.

30. The 21st Century surveyor must demonstrate: • an ability to apply knowledge in a specialized area related to Surveying • Commentary: • For a professional surveyor, specialized technical coursework (or the equivalent) is expected for this outcome. • Examples of specialized technical areas are: • legal aspects of surveying, mapping (field or image based), visualization, GIS, high order surveying and Geodesy. • Specializations could be in non-traditional fields such as computer science, geography and spatial representation, and statistics.

31. The 21st Century surveyor must demonstrate: • an understanding of the elements of supervision and project management Commentary: • Professional surveyors often supervise and carry out projects. • Project management essentials include project manager responsibilities, defining and meeting client requirements, contract negotiation, project work plans, scope and deliverables, budget and schedule preparation and monitoring, equipment, safety, interaction among professionals from various disciplines, quality assurance and quality control, and dispute resolution processes.

32. The 21st Century surveyor must demonstrate: • an understanding of business and public policy and administration fundamentals • Commentary: • The professional surveyor typically functions within the private sector but also within the public sector. • This requires at least an understanding of business, public policy, and public administration fundamentals. • Business fundamentals topics in the private sector include legal forms of ownership, organizational structure and design, income statements, balance sheets, economic decisions, finance, marketing and sales, billable time, overhead, and profit.

33. The 21st Century surveyor must demonstrate: • an understanding of business and public policy and administration fundamentals Commentary (cont’): • Essential public policy and administration fundamentals include the political process, public policy, laws and regulations, funding mechanisms, public education and involvement, government-business interaction, and the public service responsibility of professionals.

34. The 21st Century surveyor must demonstrate: • an understanding of the role of the leader and leadership principles • Commentary: • Leading, in the private and public arena, which differs from and complements managing, requires broad motivation, direction, and communication knowledge and skills. • Attitudes generally accepted as being conducive to leadership include commitment, confidence, curiosity, entrepreneurship, integrity, judgment, persistence, positiveness and sensitivity. • Desirable behaviors of leaders, which can be taught.

35. The 21st Century surveyor must demonstrate: Technical Outcomes 1-3, 5, 11-12 Professional Outcomes 4, 7, 13-15 Practice Outcomes 6, 8-10

36. HOW SHOULD IT BE TAUGHT AND LEARNED? The how has two main components: • Undergraduate study leading to a baccalaureate degree in surveying; • Post-BS surveying experience prior to licensure.

37. Formal education and experience needed to fulfill outcomes

38. The Micro Level Surveying Body of Knowledge

39. POSITIONING FIG Definition of the Functions of the Surveyor • The determination of the size and shape of the earth and the measurement of all data needed to define the size, position, shape and contour of any part of the earth and monitoring any change therein. • The positioning of objects in space and time as well as the positioning and monitoring of physical features, structures and engineering works on, above or below the surface of the earth. • The development, testing and calibration of sensors, instruments and systems for the above-mentioned purposes and for other surveying purposes.

40. IMAGING LAW FIG Definition of the Functions of the Surveyor • The acquisition and use of spatial information from close range, aerial and satellite imagery and the automation of these processes. • The determination of the position of the boundaries of public or private land, including national and international boundaries, and the registration of those lands with the appropriate authorities.

41. GIS FIG Definition of the Functions of the Surveyor • The design, establishment and administration of geographic information systems (GIS) and the collection, storage, analysis, management, display and dissemination of data. • The analysis, interpretation and integration of spatial objects and phenomena in GIS, including the visualisation and communication of such data in maps, models and mobile digital devices.

42. Land Development FIG Definition of the Functions of the Surveyor • The study of the natural and social environment, the measurement of land and marine resources and the use of such data in the planning of development in urban, rural and regional areas. • The planning, development and redevelopment of property, whether urban or rural and whether land or buildings. • The assessment of value and the management of property, whether urban or rural and whether land or buildings. • The planning, measurement and management of construction works, including the estimation of costs.

43. Surveying Professional Paths Career 1 Career 2 GIS Applications GPS Applications Photogrammetry SURVEYING Business & Management Core Academia Research Software Development Boundary Cadastre Special Surveys

44. Surveying body of knowledge Computer & Information Sciences Business & Management Math & Statistics Imagery Law Physical Science humanities Core GIS Social Science Positioning Land Development Law Engineering Communication & Leadership

45. Definitions of Levels of knowledge Level 1: a basic level that is so general that everyone in the surveying profession should have. Level 2: a depth of knowledge that is required to perform activities within this knowledge area if the professional is to have a specialization or some other kind of expertise that stands above a background or general knowledge required for the professional. Level 3: a depth of knowledge that enables performance of research, development and professional leadership in that knowledge area.

46. The positioning Body of Knowledge By Earl Burkholder and Joseph Paiva

47. Fundamental Concepts of Positioning A first-level breakdown of positioning includes knowledge of: • Measurements (both equipment and processes) of physical quantities in various combinations: distances, angles, time, temperature, current, pressures, and mass. • Physical laws that govern how measured quantities are reduced to their geometrical components. • Solid geometry and other mathematical tools used to describe the spatial relationships of points, lines, surfaces, and objects in the context of coordinate systems and datums.

48. Fundamental Concepts of Positioning • Computer tools (both hardware and software) used to manipulate 3-D digital spatial data. • Error propagation, least squares adjustment and other tools required to determine, monitor, and evaluate spatial data accuracy. • Standards and specifications used throughout the spatial data user community for evaluating, assessing, and categorizing spatial data to determine suitability for given applications.

49. Fundamental Concepts of Positioning • Information management as related to establishing and preserving the value of spatial data. • Communication principles within the context of personal and business relationships as well as professional interactions within a discipline and between disciplines. • Economic, business, and legal (sans boundary) concepts as related to successful participation in a successful organization or enterprise.

50. Measurements