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Section 1. Developing a Professional Career
Engineering licensure has been discussed both within and outside the profession
for many years. Many Agricultural, Food, and Biological System Engineers have not had
dealings with the public that have required professional
licensure. The environmental and consumer era of the past
decade has given the public
greater awareness of pollution, energy, and the need for more and better means of pub
lic protection. One result of
this increased awareness has
been more emphasis on the licensure process.
In 1973, the American Society of Agricultural Engineers began participation with
the National Council of Examiners for Engineering and Surveying (NCEES) in the coordina
tion of examination development for a uniform Principals
and Practices of Engineering Examination. Most State Boards now use the uniform
examination from the NCEES for
their licensure process.
ASABE is not involved in the actual licensure process; li
censure is a regulatory function controlled by individual
states. ASABE does, however, encourage licensure throu
gh activities of the ASABE Professional Licensure Committee
(ED-414), the ASABE Professional Engineers Institute (PEI), and its various meet
ings and publications.
Many people considered engineering as a profession when
planning their college majors and careers. Few looked
into the matter until presente
d with the opportunity to take the Fundament
als of Engineering (FE) Examination, formerly called the Engineer-in-Training (E
IT) exam, in the spring of their last college semester. Now, most un
iversity
programs strongly encourage graduating seniors to take the FE and inst
ruction on professionalism is mandated in
some way in every curriculum.
Ethics
Professional standing is not the result of technical education alone, but rather
is a result of an individual s attitude
and work ethic. In every professional organization, the central theme of
minister to the people
is found. The physician who ministers to his patients takes charge by right of his supe
rior technical knowledge of a highly personal
aspect of the affairs of the individual. The attorney assumes professional respo
nsibility for guiding the legal acts of
his clients and speaks from the authority of the legal statutes as his backgroun
d. Similarly, the professional agricultural engineer who ministers to the public, either directly
or remotely, must be trustworthy and morally responsible.
In short, he or she must be ethical. Laymen look to the
professional because they know very little about the profession s technology. They have to depend on the professional s integrity.
A major step taken by the NCEES in fulfilling its responsibilities was the task
of preparing and periodically updating a Model Law on engineering, which includes the following Fundamentals of
Ethics or Rules for Professional
Conduct, known as the

Fundamental Ethics.
Fundamental Ethics
Registrants, in the fulfillment of their professional duties, shall:
I. Hold paramount the safety, health and welfare of the public.
II. Perform services only in
areas of their competence.
III. Issue public statements only in an objective and truthful manner.
IV. Act for each employer or client
as faithful agents or trustees.
V. Avoid deceptive acts.
VI. Conduct themselves
honorably, responsibly, ethically, and lawfully so as to enhance the honor,
reputation,
and usefulness of the profession.
The National Society for Professional Engineers (NSPE, www.nspe.org
) and many of the discipline-specific societies
have prepared more comprehensive guidelines for Ethics or Rules for Professional
Conduct.
Engineering Competence
Competence is supposed to be some simply defined attribut
e of a professional to be m
easured readily by Boards
of Licensure. It suggests th
at a Professional Engineer can solve any prob
lem effectively so long as it is engineering
in nature. In reality, competence is a highly individual ch
aracteristic. It is acquired by education, training, experiences, and judgment, and is theref
ore unique to each individual.
The only judge of a professional s comp
etence is the professional himself. Thus
, most licensure laws put the ethical burden of proof of competence on
the engineer. In addition, they prescr
ibe reasonably uniform procedures for
demonstrating competence as presently recognized in the licen
sure process as a basis for issuing a license to enter
the profession.
Licensure Process
Because each state is a separate entity, the licensure proce
ss is different for each state.
The laws of each state or
territory regulate the exact process. To assist an indivi
dual in becoming familiar with the process, NCEES developed
and maintains an extensive website, wh
ich can be accessed at www.ncees.org
. This website includes information on
the licensure process and the history of
professional engineering. Current a
ddresses for each state board are also
maintained by NCEES. Further information may also be found at the ASA
BE website (www.ASABE.org
) under
Career Resources.
Continuing Education
Regardless of their working environmen
t, young engineers must accept respon
sibility for their
own professional
development, using all possible means to provide for a continuing self-developme

nt program. A true professional s

education is never ending.
Active participation in professional society work is one form of continuing educ
ation. Industry helps by encouraging company lectures, symposia, and short courses, both in-house and offered b
y outside sources such as consultant firms and universities.
The professional s long-range educational program should include preparatio
n for undertaking civic and social
responsibilities. The scope of subjects will pr
ovide a rewarding intellectual challenge.
Professional Engineeri
ng Institute of ASABE
Many individuals advertise themselves as engineers, but
lack the skills and/or competency of a licensed professional. These individuals develop poor
designs that reflect negatively on the
profession. Other individuals, because
of their lack of knowledge of the profession, try to di
scredit the skills and competency of the licensed engineer.
Becoming involved in a professional society is a good way to countera
ct individuals or groups that damage the
reputation of the profession.
The Professional Engineering Institute
of ASABE (PEI) is a group within ASABE that actively promotes and
protects the licensed agricultural, food, and biological systems enginee
ring professionals. PEI also advances the
agricultural, food, and biological systems engineering profe
ssion as a major contributor
to the social and economic
well-being of all people. PEI charges annual membership dues to help
these types of projects. In addition to these
projects, PEI provides financial support to encourage and help individu
als become licensed professionals and for
continuing education to maintain an individual s license.
Becoming an active participant to protect one s license is not only good for the i
ndividual, but also good for the
profession as a whole.
Section 2. Fundamentals of Engineering Examination
The NCEES website states that Professional licensure ca
n open more doors than a degree alone can. You will
become more promotable and enjoy higher wages. Professional engineers (P.E.) . .
. can expect salaries 15% to 25%
higher than those wh
o are not licensed.
The Fundamentals of Engineering Examination is the firs
t step in the process to becoming a professional engineer. The format of the examination is given in th
e NCEES webpage at http://www
.ncees.org/Exams/FE_exam.php
;
click on Other Disciplines.
Section 3. Principles and Practices Examination
After the Fundamentals of Engineering Examination has been passed and a specifie
d period (usually four years)
of responsible engineering practice has been completed, a de
greed engineer is generally deemed qualified to take the
Principles and Practices Examination. Th
e Board in the state in which an engi
neer desires to be licensed makes the

assessment of qualifications.
A typical Principles and Practices Exam
ination for Agricultural Engineers is included in this section for stu
dy
purposes. This examination is constructed according to the
results of the most recent Ta
sk Analysis for Agricultural
Engineers as conducted by NCEES. Th
e exam specifications are below.
Also, keep in mind the enclos
ed examination is only a sample. The questions should not be used to determine t
he
range of subject matter. The questions do provide an indication of the level of
difficulty and complexity of typical
exam questions.
Each state board determines its policy for administeri
ng the examination. NCEES has provided general guidelines and recommendations, but each board has the authority to
change or modify these guidelines as it sees fit. The
examinee is encouraged to contact the
authority administering the examination for details on the testing procedures.
Purpose of the Examination
The PE exam is given to set a minimum standard of engi
neering competency in a given area. Ideally, after a person has completed the basic engineering experience requirements, a review panel
would review the quantity, quality,
and depth of a candidate s engineering experience. This approach would b
e very time-consuming and expensive.
The most efficient approach to gauge
engineering competency is by examination. Passing the PE Exam does not
guarantee that a person will be a good engineer. Likewise, not passing the PE Ex
am does not mean a person is not a
good engineer.
For the safety and well being of the public, setting the standa
rd high is important. The PE Exam sets a high standard.
This means some well qualified do not become licensed. Not ev
eryone who sits for the exam will pass. About 75% of the
people taking the exam the first time will pass; only 20% who take it a second t
ime will pass.
The PE Exam is difficult. There are knowledgeable people who would ma
ke good licensed engineers who are
poor test takers. One of the secondary skills that the PE Exams draws from peopl
e is the ability to think and perform
under pressure.
Qualifying and Applying for the Pri
nciples and Pract
ice (PE) Exam
To qualify for licensure in most states, candidates must have taken and passed t
he Fundamentals of Engineering
Examination and have eight years of documented engineering experience. Graduatio
n from an engineering curriculum accredited by the Accreditation Board
of Engineering and Technology (ABET)
essentially counts as four years
of engineering experience. Master and
doctorate degrees are generally each equi
valent to one year of engineering
experience, but this varies depending upon the state. Cand
idates are encouraged to co

ntact their state boards with

regards to documented professional experience required prior to applying for the
exam.
Construction oversight alone is generally not considered
engineering experience. Generally, engineering experience must meet the following criteria:
?
Must be in the discipline that will be tested.
?
Experience must be supervised.
?
Must involve technical skill and application of engineering principles and sound
judgment.
?
Should be well-rounded exposure to engineering principles
while also acquiring a specialized skill in a specific
field of engineering.
?
Must show an increased level of respons
ibility and greater complexity of tasks.
Experience may be classified as either professional or sub-professional. Profess
ional work experience would include, but not be limited to, the design
of mechanical, pollution cont
rol, environmental, or food processing systems
.
The development of a process, testing,
writing of technical report
s, and full time teaching at
an accredited engineering school generally count as professional work experience. The comparison of an
d selection among alternatives for
engineering work, determination of standards or methods, se
lection of methods or standards, selection or development of testing techniques, evaluation of test results, evaluation of performanc
e, material selection, stress analysis,
etc., also typically qualify as prof
essional work-rel
ated experience.
Examples of sub-professional work might include the fo
llowing: calculations for heat
transfer, fluid transport,
pipe flow, the preparation of flow charts or logic diagrams, the design of compo
nents and parts, the design of simple
systems, reliability analysis, drafting, surveying, simulati
on modeling, sampling, and installation of control, production or environmental systems. Sub-professional work may count if it is conjunct
ion with professional work. Alone,
it does not exhibit professional work experience.
In assessing whether a candidate is sufficiently competent and responsible to be
entrusted with, be able to independently engage in, or to supervise engineering work, state licensing
boards look for evidence of independent
decision-making and assumpti
on of personal accountability in
design and application. In short, while experience
must be gained while under the supervision of qualified professionals, it must a
lso be professional in character. State
boards determine what types of experience are considered
professional and count towards the experience require-

ments.
The application will require documenting all education and work experience. It w
ill also require comment from some
(typically five) professional references. Most, if not all, of
these references must be licensed Professional Engineers.
Applicants will need to obtain applications from their state boards in order to
apply to take the P.E. exam. Application
deadlines are typically two to five months before the ex
am, depending on the state board. The Agricultural Engineering
P.E. exam is given annually in October.
Agricultural Engineering Exam Specifications
This information is also available at http://www.ncees.org/Exams/PE_exam.php
; click on Agricultural.
?
The exam is an 8-hour open-book exam. It contains 40 multiple-choice questions i
n the 4-hour morning session,
and 40 multiple-choice questions in the 4-hour afternoon session. Examinee works
all questions.
?
The exam uses both the International System of
units (SI) and the US Customary System (USCS).
?
The exam is developed with questions that will require a variety of
approaches and methodologies, including
design, analysis,
and application.
?
The knowledge areas specified as examples of kinds of
knowledge are not exclusiv
e or exhaustive categories.
Knowledge Areas
Approximate
percentage
of exam
I. Engineering Principles and
Professional Practices
20%
A. Circuits, Controls, and Sensors
5%
1. Electrical circuits and cont
rols (e.g., determining load, conductor selection, controls,
overload protection, grounding, power factor)
2. Sensors, instrumentation, data loggers, and control circuits (e.g., criteria
for selection, application)
B. Codes, Graphics, and Safety 3%
3%
1. Codes, regulations, and standards in speci
fic areas of practice (e.g., air quality, water
quality, EPA, ANSI, ASABE, NIOSH, GMPs, HACCP)
2. Health and safety (e.g., operating procedures, manuals, human exposure, opera
tor interface, protective devices)
3. Preparation and interpretation of engineering graphics (e.g., blueprints, dra
wings,
maps, schematics, nomographs, charts)
C. Economics and Statistics
5%
1. Engineering economics analysis (e.g., lif
e-cycle costs, budgetin

g, replacement decisions, benefit-cost, time value of money)

2. Statistics application (e.g., experimental design, manufacturing and process
control)
D. Physical Operations
7%
1. Mass and energy balances
2. Applied psychrometric processes (e.g., grain drying, livestock environments,
dehydration, crop water use, evaporation)
3. Pump principles (e.g., type,
materials, sizing, selection)
II. Facility Engineering: Plant
, Animal, and Commodity Environments and Structures
15%
A. Environment
7.5%
1. Air-quality requirements in and around
agricultural buildings/confined spaces for
humans, animals, plants and produce (e.g., odor, gases, particulate matter, path
ogens)
2. Animal and plant facilities (e.g., total c
onfinement, pasture, open feedlots, runoff
control, layout, animal comfort, sp
ace, greenhouses, manure systems)
3. Hazardous materials handling and storage
(e.g., facilities, equipment, storage volumes, practices/procedures, codes and standard
s, containment, permeability of materials)
4. Ventilation rate requirements (e.g., heat removal, moisture removal, gas remo
val)
5. Ventilation system requirements (e.g., animal housing, greenhouses, product s
torage
facilities, air distribution, fan selection, co
ntrol strategy, natural and/or mechanical)
B. Structures
7.5%
1. Construction materials (e.g., strength, corrosion resistance, moisture resist
ance, durability, concrete mixes)
2. Foundation design (e.g., soil bearing strength, drainage, loading)
3. Post-frame building design (e.g., livestock shelters, feed storages, packing
sheds,
warehouses)
4. Structural analysis of buildings (e.g., oneand two-story, bins, silos, retaining walls)
5. Structural specification/codes and standards (e.g., wood, steel, and concrete
materials; dead, live, snow, and wind loads)
III. Machine Systems: Power, Elec
trical/Electronic,
Machines, Controls, and Sensors
25%
A. Agricultural machines
6%
1. Field and farmstead agricultural machines
(e.g., harvesters, planters, sprayers, mate-

rial handling systems, milkers, manure handling)

2. Stability analysis (e.g., vehicular, overturning, stability of structural ele
ments)
B. Machine system design
8%
1. Machine component design (e.g., structural elements, functional elements, fas
teners,
screw elements)
2. Materials selection (e.g., corrosion
resistance, weight, elasticity, cost)
3. Stress/strain relationships (e.g., deflection analysis, material strength)
4. Structural analysis of m
achines (e.g., power transmi
ssion systems and drive trains,
frames)
C. Power systems
5%
1. Combustion and fuels (e.g., energy values, products of combustion, emissions,
storage, efficiency)
2. Internal combustion engines (e.g., power curves, specific fuel consumption, p
ower
density, combustion cycles)
3. Power requirement anal
ysis (e.g., electrical,
hydraulic, mechanical)
D. Power transmission systems
6%
1. Hydraulic power circuits (e.g., pumps, motors, conduit, pipe size, heat gener
ation,
valves, cylinders, logic controls)
2. Mechanical power transmission (e.g., chains, v-belts, clutches, gears, shafts
)
IV. Natural Resource Engineering: Soil, Water, and Plant Systems
30%
A. Applications
11%
1. Environmental assessment techniques (e.g., standards, methods, reporting, sam
pling)
2. Irrigation principles (e.g., application methods/devices, efficiency, uniform
ity, pipeline design, pumping systems, evapotranspiration)
3. Open-channel hydraulics (e.g., earthen and concrete channels, energy dissipat
ion
structures, partially filled conduits, weirs and flumes, streams)
4. Surface and subsurface drainage
B. Fundamentals
8%
1. Hydrology (e.g., precipitation, infiltratio
n, runoff, flood routing, ground water)
2. Soil mechanics principles (e.g., for
ces, bearing capacity, shear strength)
3. Soil physics principles (e.g., infiltration,
water characteristics, soil physical properties)
4. Soil-water relationships (e.g., gravimetric moisture content, volumetric cont
ent, potential)
C. Interactions among natural resources
11%

1. Ecological processes (e.g., interaction of plant/animal/microbial communities

at all
levels, ecological engineering, integrated pest management)
2. Erosion control and slope stabilization
3. Nutrient management/loading rates in
soils (e.g., budget, CNMP plans)
4. Sediment processes (e.g., basin design, transport)
V. Process Engineering: Food,
Feed, Fiber, and Fuel Products
10%
A. Energy sources (e.g., fossil fuels, solar, wind, biomass, hydro) 1%
1%
B. Facilities layouts, including functional an
d space requirements for processing facilities
(e.g., animal products, plant products, grain, layout, storage)
1%
C. Mass transfer between phases (e.g., drying, ex
traction, leaching, eva
porative cooling)
4%
D. Materials properties
4%
1. Biological materials: physical and chemical properties and compatibility (e.g
.,
rheology, thermal properties, electrical prope
rties, optical properties, corrosion, mixability, contamination, sensory quality)
2. Bulk solids characterization (e.g., angle
of repose, constitutive relationships, coefficient of friction)
Total, 80 questions
100%
Preparing for the Exam
Only about 50 engineers take the agricultural engineerin
g exam annually. Of those about 75% pass the first time,
and about 20% pass the second or third time. Given the basic statistics, a perso
n randomly guessing would get 25%
of the questions correct. Those who develop the test make
the assumption that an exam
inee cannot be expected to
know how to correctly solve every question. Even the most
seasoned agricultural engineer will not be proficient in
all areas covered by the exam. The Principles and Practic
e exam is designed to test basic knowledge and the questions are problems practicing engineers are expected to solv
e. The areas and topics tested have been submitted by
practicing agricultural engineers during
the exam development. Ex
aminees are not expected
to know it all (no pun
intended). The overall purpose of the test is to determine
minimum competency
to earn licensure as a Professional
Engineer.
Examinees should select subject areas fo
r study that are familiar and become proficient at answering questions in
those topic areas. Th
ere are a total of 80 multiple-choi
ce questions on the exam and
a general rule of thumb is that

48/80 is a passing score.

Many of the questions will require data from a reference in order to solve, some
will not.
Other questions will require detailed knowledge of a par
ticular subject area and may not involve a calculation.
Prepare a study plan that suits
available time, study habits, and personal goals. Whether it is an hour every n
ight,
three hours twice a week, or every
Saturday afternoon doesn t matter
as long as your goals are met.
Select areas of
current proficiency for study and concentrate on being able to answer those type
s of questions.
A common unsuccessful studying approach is to try to become proficient in
all of the knowledge areas in an attempt to ensure a passing score. Play to your strengths and become proficient in
areas that are familiar, rather than attempting to know all
of the material, some of which should be outside your area of expertise.
Reasonable expectations based on the examination format
Preparation includes having a good understanding of the exam
format and what to reason
ably expect from the exam. Here are some guidelines:
?
Format of the exam.
The exam is multiple choice. Each question is
stand alone, so that if you answer one
question wrong that it does not put you at a disadvantage in answering another q
uestion.
?
Amount of time to spend on each question.
There 80 questions to answer in 8 hours. The exam is given in
two 4-hour time slots. Knowing the
total time and number of questions, we
can estimate that each question will
take approximately 6 minutes to complete. This would indicate that the questions
couldn t be too involved.
?
Difficulty of the exam.
In practice engineers need to be well versed on design procedures and cannot af
ford to
make a wrong assumption or calculation. Because of the impo
rtance of the exam it has be
en structured in such a
way as to ensure that an engineer s expertise has been
honed and advanced through their practicing experience.
The questions are written so that those who practice in th
ose areas should be able to answer those questions, and
those who do not practice in those areas should have great difficulty solving su
ch problems. Many questions require the examinee to make all of the correct assumptions
in order to attain the most nearly correct answer. A
pitfall is to spend too much time on a question that, while
workable, is more difficu
lt. Focus on answering correctly questions that are less difficu
lt and within your knowledge area.
?

Expectations.
Because this is the PE Exam do no
t expect it to be easy. Unlike taking a driver s test, this is not a
test that everyone automatically passes or one that ever
yone will eventually pass. Do not become discouraged if
you do not pass. Learn from the experience and evaluate your approach to prepara
tion for the next time you take
the exam.
Items to bring (and not bring) to the examination
There are a lot of rules about what you must bring, may bring, and may not have
at the exam.
Read the rules and
policies at http://www.ncees.org
/Exams/Exam-day_policies.php
,
including the approved calculator information and
the Candidate Agreement. Here
are some suggestions about
what to bring, but be aware that rules may change so
check the website near your test date.
?
Books that contain useful engineering data. Become familiar with and b
ring resources used with this guide.
Bring only those references that are familiar to you.
If a reference wasn t used
during preparation for the exam,
don t bring it along, as too much time will be wasted looking for information in u
ncommon references.
?
Notes are allowed, but they must
be bound. Again, s
ee http://www.ncees.o
rg/Exams/Exam-day_policies.php
.
?
Bring a conversion table that is familiar. Be mindful of unit conversions.
?
A common question is how many books to bring. A good rule of thumb is to bring a
copy paper box (2 ft

1 ft

1 ft deep). Everything brought to the exam should fit in this box.

?
A scientific calculator. Some types are not allowed,
so check with NCEES (h
ttp://www.ncees.org/Exams/Examday_policies/Calculator_policy.php
). It s a good idea to bring a spare
calculator or at least spare batteries.
?
A straight edge.
?
Personal items (aspirin, water, candy) as per
http://www.ncees.org/Exams/Exam-day_policies.php
.
?
Your exam authorization notice
?
Photo identification (again, see http://w

ww.ncees.org/Exams/Exa
m-day_policies.php
).
?
Lunch. Pack a lunch, as some test locations are not
close to a fast restaurant. They may only allow 30 to 45
minutes for lunch. Whatever lunch decision is made, work it out ahead of time.
Suggested References
In 2006, the Engineering Licensure committee, ED-414, approved publicati
on of the list of references. Exams
since 2007 have been developed using these references.
Examinees sh
ould be aware that differences in lookup
values between references may result in different answers. The purpose
of a common reference list being used by
exam writers is to minimize cases of correct
but different solutions for the same problem.
Examinees should make their own decisions about whic
h references to use for exam preparation, as well as
which to bring and use for the exam. Ju
dge for yourself which of the referen
ces can be competently used. Choose
the most advanced references in your fields of practice an
d choose to take only the more fundamental references in
those fields which are less familiar. Familiarity with the materials is paramoun
t to successfully using the references
to pass the exam, so select a suite of reference materials
that you are familiar with to prepare for and sit for the
exam. Use the copy paper box rule: all of the reference materials you bring to t
he exam should fit in a copy paper
box.
The list below includes references for each major area. Othe
r references may also be appropriate to bring to the
exam. References with an asterisk * are suggested by the
authors of this study guide and were heavily used during
exam development. Updates to this list can be found
at the webinar website, http://www.bae.ncsu.edu/www3/pe/
general/reference_list.htm
(you can also reach this via a link at
the ASABE website, http://www.asabe.org/pei/
PEwebinar.html
). We make an effort to see that questions can be solved using these references.
All Areas
*
ASABE Standards
, most recent. ASABE.
Engineering Principles and
Professional Practices
(Several of the references listed in other areas woul
d also be valuable for this section of the exam.)
Engineering Economic Analysis,
10th ed., 2009. D. Newnan, J. Lavelle, and T. Eschenbach. Oxford Univ
ersity
Press, ISBN 0195394631.
Facility Engineering: Plant, Animal, and Commodity Environments and Structures
*
Design of Wood Structures ASD/LRFD.
2006. D. Breyer, et al. McGraw-Hill. ISBN 0071455396.
*
Environment Control for Plants and Animals.
1991. L. D. Albright. ASAE, ISBN 0929355083.

Minimum Design Loads for Buildings and Other Structures: SEI/ASCE 7-05
(ASCE Standard No. 7-05)
. 2005.
ASCE. ISBN 078440809.
NDS for Wood Construction & Supplement (Design Values for Wood Construction).
2005. American Forest & Paper
Assoc.
Structures & Environment Handbook MWPS-1,
11th ed. (For ventilation; out of date on structures.) 1983, rev. 1987.
Midwest Plan Service. ISBN 0893730572.
Machine Systems: Power,
Electrical/Electronic, Mach
ines, Controls, and Sensors
*
Engine and Tractor Power,
4th ed. 2004. C. E. Goering and A. C. Hansen. ASAE. ISBN 1892769425.
*
Fundamentals of Electricity for Agriculture,
3th ed. 2004. Gustafson and Morgan. ASAE. ISBN 1892769395.
*
Shigley's Mechanical Engineering Design,
8th ed. 2007. R. Budynas and
K. Nisbett. McGraw-Hill . ISBN
0073312606.
Natural Resource Engineering: Soil, Water, and Plant Systems
*
Introduction to Environmental Engineering,
4th ed. 2006. M. L. Davis and D.
A. Cornwell. McGraw-Hill. ISBN
0072424117.
*
Soil and Water Conservation Engineering,
5th ed. 2006. W. Fangmeier et al. Thomson-Delmar. ISBN
1401897495.
Engineering Field Handbook,
chapters 3 and 4. Various dates. USDA NRCS.
Handbook of Hydraulics,
7th ed. 1996. E. Brater, et al. McGraw-Hill. ISBN 0070072477.
National Engineering Handbook. Part 651, Agricultural Waste Management Field Han
dbook.
2008. NRCS.
Wastewater Engineering: Treatment and Reuse,
4th ed. 2002. G. Tchobanoglous, F. L. Burton, H. D. Stensel.
McGraw-Hill. ISBN 0070418780.
Process Engineering: Food, Feed, Fiber, and Fuel Products
*
Principles of Process Engineering,
4th ed. 1997. S. M. Henderson, R. L. Perry, and J. H. Young. ASAE
. ISBN
0929355857.
Transport Processes and Separation Process Principles (Includes Unit Operations)
, 4th ed. 2003. C. J. Geankoplis.
Prentice-Hall. ISBN 8120326148.
Examination Day
Know the location of the testing site and plan to get ther
e early. Being late to the exam site may prove costly to
your success as this is a time-allotted exam. Get plenty of sleep be
fore the exam. Statistics show that last-minute
studying does not improve retention. This exam does not test memory abilities.
The morning session consists of 4 hours, then a lunch break and 4 hours in the a

fternoon. The first 10-15 minutes

are spent filling out the score sheet and then 4 hours to answer th
e 40 multiple-choice questions. Examinees will
then be given time for lunch (30 to 45 minutes). After re
turning from lunch, examinees typically have another 10 to
15 minutes to fill out the afternoon score sheet. The afte
rnoon booklet includes 40 multiple-choice questions (4
hours).
The proctors will most likely not be engineers so don t
plan on asking them any questions unless it relates to filling
out the scoring sheet or some other administrative testing question.
Examinees that finish the exam with more than 30 minutes remaining are usually a
llowed to leave the exam room
early. Examinees that compete their work with less than 30 minutes re
maining will most likely not be allowed to
leave the room until the 4-hour afternoon session is over.
Examinees will not be allowed to take any test materials
out of the room.
After the Exam
The exam is 100% multiple choice, so one would think that it s just a matter of pu
tting the score sheet through an
electronic reader, right? Unfortunately
it s not that simple. First, NCEES must
investigate any complaints received
on the exam or to the exam process.
The complaint that a certain question di
d not have the correct answer as one
of its four possible choices is not generally considered
a valid complaint. Any valid complaints are included in the
cut-score determination. Then the exam
s are graded. On average, NCEES must
score over 100,000 exams at every
offering. Grading cannot begin until each state has return
ed their score sheets and NCEES has organized and prepared them for grading. Some manual grading is required as the machin
e for various reasons rejects some of the
score sheets.
After scoring, the exams are an
alyzed statistically for outliers in degree,
discipline, site, state, etc. Part of the
analysis accounts for spatial location to another examinee
(i.e., potential cheating). Anot
her part of the analysis
looks for abnormal sub-group performance and test location differences. NCEES al
so looks for questions that were
either missed more often or answered co
rrectly more often than the rest. There
are also other analyses performed too
numerous to mention.
The ASABE Engineering Registration Co
mmittee (ED-414) that writes the exam
also evaluates the results and
recommends the cut-score (minimum passing score) to all
states. From this point on,
each state may proceed a bit
differently. Some states require their licensing board a
pproval, some notify examinees via mail, and still others
notify examinees electronically. States may have as few as
50 licensed engineers or as many as 10,000. The time it
takes to get results to the examinees depends on the state

board s ability to distribute those results (manpower, sheer

number, weather, etc.).
Examinees will receive a notification, typically about three or four months afte
r the exam, stating pass or fail. It may
or may not list the raw score and/or converted score. It may ha
ve a certificate, an invoice, or an application to take the
exam again. Every state does things slightly differently.
Most state boards require that every licensed engineer obtain
a seal. Most office supply stores will be able to make a
stamp or an embossed seal. Be sure that the requirements of your sta
te regarding the use of your stamp or seal are
understood, as many states have special requirements governi
ng the use of electronic seals. Your state board can provide literature as to their requirements of the seal itself and its proper usage
.