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North Carolina PDH bundle for 2026 · 7 courses · 15 PDH

North Carolina PDH Bundle 2026

Seven courses chosen for North Carolina PEs, including the 2026 ethics PDH NCBELS requires. Read the summaries and learning objectives below, then add the bundle when you're ready.

  • Built to the NCEES CPC standard your board's rules are based on
  • A graded assessment and a completion certificate for each course
  • Every certificate carries a public verification link your board can confirm
$99$180Save $81

Pay once and start right after checkout. Each course earns its own certificate.

Course 1 of 7 · No. 034 · 1 PDHCovers the 2026 ethics PDH NCBELS requires

North Carolina PE Ethics 2026: Real Cases, Current Rules

Summary

The North Carolina Board of Examiners for Engineers and Surveyors has made three recent changes that affect everyday practice. The course covers the rules as they stand in 2026 and is designed for the hour of ethics that North Carolina requires at each renewal. Since May 2024, an engineer may seal work prepared by a subconsultant or another non-employee, but must be able to prove responsible charge over that work. In July 2025, the Board approved guidelines for using AI in engineering work. Since December 2025, discipline from another state has to be reported to North Carolina only when it restricts the license, as probation or suspension does. The course explains what each change means when you seal plans, check AI-assisted calculations, and renew your license. The second half of the course teaches the standing conduct rules through disciplinary cases reported in the Board's December 2025 Bulletin. Topics include staying within your competence, writing complete and truthful reports, avoiding conflicts of interest, checking a teaming partner's license, reporting to the Board, and how a Board case proceeds. The course also covers an October 2026 change to state law that lets a court make anyone who fraudulently uses another engineer's seal pay the Board's legal fees.

Learning objectives
  1. Seal work prepared by others only when you hold responsible charge over it and keep the records that prove it.

  2. Use AI tools within the Board's guidelines by verifying the inputs and being able to reproduce the output yourself.

  3. Notify the Board within 30 days of a change to your own record, such as a criminal conviction or out-of-state discipline that restricts your license.

  4. Recognize the conduct violations behind recent North Carolina Board cases and the penalties those violations drew.

  5. Respond to a Board inquiry or charge within the deadlines the rules set.

Assessment: 10 questions · 70% to pass
Course 2 of 7 · No. 011 · 3 PDHEmerging Tech

Impacts of Automated Vehicles on Highway Infrastructure

Summary

This course draws on NCHRP research examining the potential impacts of automated vehicles on highway infrastructure across four categories — physical infrastructure, traffic control devices, TSMO and ITS systems, and urban multimodal infrastructure — from the perspective of infrastructure owner–operators. The course covers SAE automation levels and operational design domains, AV sensor dependencies on pavement markings and TCDs, platooning effects on pavements and bridges, V2I connectivity and digital infrastructure needs, and near-term readiness strategies by functional road class. Students will develop the technical foundation to evaluate AV-related infrastructure impacts, identify agency preparedness gaps, and apply early readiness strategies to existing design, maintenance, and asset management programs.

Learning objectives
  1. Define the SAE levels of driving automation and operational design domains and explain how ADAS and ADS technologies interact with physical highway infrastructure elements including pavement markings, traffic signs, signals, work-zone devices, and roadside barriers.

  2. Analyze the impacts of AV deployment on pavement and bridge performance, including the effects of reduced lateral wheel wander, truck platooning dynamic loading, rutting and fatigue life changes, and hydroplaning potential, and describe emerging smart pavement technologies that support AV operations.

  3. Identify TSMO and ITS infrastructure requirements for AV accommodation, including SPaT and MAP data, LED sign refresh rate standards, V2I connectivity challenges, transportation management center data governance, digital infrastructure cybersecurity, and evolving tolling and curb management needs.

  4. Evaluate near-term AV readiness strategies for infrastructure owner–operators by functional road class, including pavement marking uniformity standards from MUTCD Part 5, mode separation for multimodal environments, I2V hardware deployment, and agency organizational and funding preparedness actions.

Assessment: 20 questions · 70% to pass
Course 3 of 7 · No. 023 · 3 PDHEmerging Tech

UAS for Element-Level Bridge Inspection Under the NBIS

Summary

Drones cut the cost and risk of bridge inspection access, but the 2022 National Bridge Inspection Standards decide which drone photographs can support a rating. The course maps where that line falls: FHWA's position on advanced inspection technology, why NSTM inspections stay hands-on, and where a flight has a legitimate place in the workflow. Drawing on two federal research programs, it works through the variables that determine whether imagery can support element-level ratings, including standoff distance, camera settings, lighting, wind limits, and airframe choice, and identifies which conventional access methods a flight can replace and where the savings are real. The final sections cover review: what a desk reviewer can defensibly take from imagery, how remote measurement compares to hands-on measurement, and what AI defect detection and photogrammetry deliverables require before anyone flies.

Learning objectives
  1. Apply the regulatory boundary that separates inspection tasks a UAS may supplement from those the 2022 NBIS keeps hands-on.

  2. Set imaging requirements for a flight based on the smallest defect the inspection must resolve.

  3. Evaluate whether a UAS deployment pays off against the conventional access method it would replace.

  4. Plan the data review so element-level findings taken from imagery hold up to audit.

Assessment: 20 questions · 70% to pass
Course 4 of 7 · No. 024 · 3 PDHSafety & Risk

Soil Corrosivity and Metal Loss in Earth Retaining and Foundation Systems

Summary

MSE wall reinforcement and driven piles are usually protected from corrosion by extra steel alone, sized to corrode away over the service life. How much extra steel to provide is the subject here. Built on the National Academies' 2023 study Corrosion of Buried Steel at New and In-Service Infrastructure, FHWA and Caltrans guidance, and two Wisconsin forensic studies, the course explains how soil corrosivity is measured and where the standard tests mislead, how agency acceptance criteria differ, and how the AASHTO and Darbin metal loss models size sacrificial thickness along with the conditions those models depend on. It covers the mechanisms uniform rate models miss, including pitting, macrocells, stray current, and microbial attack, and the protection options when added steel is not enough. The final sections turn to structures already in service: monitoring hardware, electrochemical condition assessment, a forensic case study of an MSE wall destroyed by de-icing salt, and a risk scoring framework for prioritizing inspection across a wall inventory.

Learning objectives
  1. Plan a soil corrosivity investigation that matches test methods to site conditions and reports results with their limits stated.

  2. Apply the AASHTO and Darbin metal loss models to size sacrificial steel within each model's validity conditions.

  3. Identify the corrosion mechanisms that uniform rate models cannot represent.

  4. Prioritize in-service walls for inspection using monitoring data, salt exposure indicators, and risk scoring.

Assessment: 20 questions · 70% to pass
Course 5 of 7 · No. 017 · 2 PDHWater Resources

Urban Drainage Design: Pavement, Gutters, and Roadside Channels

Summary

This course covers the hydraulic design of roadway pavement drainage and roadside conveyance systems, drawing from Chapters 5 and 6 of FHWA's Urban Stormwater Management in the United States: Hydraulic Engineering Circular No. 22 (HEC-22), 4th Edition. The course addresses design storm frequency and allowable spread, surface drainage features and hydroplaning, gutter flow equations for uniform and composite sections, and open channel flow concepts and stable channel design for roadside and median channels. Students will apply Manning's equation-based methods to size gutters and roadside channels, select appropriate linings, and evaluate channel stability under design flow conditions.

Learning objectives
  1. Define the design storm frequency and allowable spread criteria for different roadway classifications and explain how factors including traffic speed, functional class, and ponding risk govern their selection per HEC-22 guidance.

  2. Apply the modified Manning's equation for triangular, composite, and V-section gutters to compute spread and flow capacity, and identify conditions that require iterative analysis or a check-storm evaluation.

  3. Explain open channel flow concepts including the Froude number, subcritical and supercritical flow regimes, and hydraulic jumps, and describe their implications for the stability and design of roadside and median channels.

  4. Apply tractive force theory and permissible shear stress criteria to select channel geometry, side slopes, and lining materials that maintain stable conditions under design discharges.

Assessment: 15 questions · 70% to pass
Course 6 of 7 · No. 025 · 2 PDHEthics & Practice

Digital Design Deliverables as Contract Documents

Summary

When a highway project delivers both a 3D model and plan sheets, the contract has to say whether the model or the sheets govern. Most state agencies have not answered that question, and the course examines the two that have: New York, which amends its contract language so designated electronic files carry the same standing as plans, and Florida, which signs and seals CADD files against a per-file hash. It covers what each approach can and cannot detect when a file changes after sealing, the survey limitations a contractual model inherits, how level of development bounds what a model may be used for, keeping digital deliverables reviewable for bidders without CAD software, and who revises a sealed file when construction forces a change. Survey data from NCHRP Synthesis 664 shows how far practice has actually moved, and the course closes with a decision sequence for projects in states with no published guidance.

Learning objectives
  1. Compare state agency positions on the contractual status of digital design files and who carries model-error risk under each.

  2. Trace the contract steps that give an electronic design file legal standing.

  3. Evaluate the published sealing methods for digital deliverables and the alterations each one detects.

  4. Set up a field change process for keeping sealed files current when construction forces a revision.

Assessment: 15 questions · 70% to pass
Course 7 of 7 · No. 010 · 1 PDHSustainability

Living Shorelines: Monitoring, Adaptive Management, and Emerging Practice

Summary

This course covers the monitoring, inspection, and adaptive management of living shorelines projects, drawing on engineering guidance developed for coastal practitioners in alignment with ASCE MoP 130 and New Jersey regulatory frameworks. The course addresses the three-part triad inspection approach — structural stability, ecological viability, and performance — including condition rating systems, baseline and routine inspection schedules, levels of effort, and structure-type-specific assessment considerations for marsh sills, breakwaters, beach nourishment, and coir installations. Students will also examine urban and developed shoreline applications, current knowledge gaps in climate adaptation and design, and the regulatory and valuation barriers facing wider adoption of nature-based shoreline stabilization.

Learning objectives
  1. Describe the triad monitoring framework for living shorelines and explain how structural, performance, and ecological assessments differ from traditional waterfront inspection methodologies, including the role of quantifiable target metrics in defining project success.

  2. Apply condition rating systems and inspection frequency schedules to assign appropriate baseline and routine inspection intervals based on condition ratings, consequence of failure, and the results of Level I, II, and III assessment efforts.

  3. Identify structure-type-specific inspection parameters for marsh sill, breakwater, beach nourishment, and coir log installations, and select appropriate assessment methods for structural, performance, and ecological components at each level of effort.

  4. Evaluate current knowledge and design gaps in living shoreline practice, including climate change and sea level rise impacts, adaptive design strategies, urban shoreline applications such as enhanced concrete and ecologically enhanced bulkheads, and regulatory and valuation barriers to broader adoption.

Assessment: 10 questions · 70% to pass

7 courses · 15 PDH · Ethics requirement met

Add all seven in one step

$180 $99 for the bundle. Each course is also sold separately.

Back to North Carolina requirements
  • Built to the NCEES CPC standard your board's rules are based on
  • A graded assessment and a completion certificate for each course
  • Every certificate carries a public verification link your board can confirm
North Carolina PDH Bundle 2026$99