Engineering Workforce Development

1. Engineering Workforce Development Presenters: Bob Luna Senior Vice President, Centers Mike Michaud Managing Director, Institutes

2. Engineering Workforce Development(Simply Put) • Increase Supply of Engineering Students • Minimize the Loss of Engineers in Universities and Early in Career • Provide Continuing Education to Assure Relevant Skills

3. EngineeringWorkforce Development Strategy Statement: To expand the capacity and effectiveness of the engineering workforce by: • Actively promoting inter-engineering society collaboration to increase public awareness of the engineering profession - focusing on primary and secondary levels; • Increasing the value of ASME student and early career participation through radical changes to their ASME experiences by use of project-oriented education and practices; and • Offering professional development programs to prepare a global engineering workforce to meet the challenges of tomorrow.

4. Engineering Workforce Development: Strategy Elements • We will interest and attract, educate and train, prepare and promote engineers for a changing global workforce.We will do this by: • Annually increasing outreach collaborations with other national and international engineering societies by 10% to promote engineering to primary and secondary educational levels and to the general public; • Annually increasing student membership by 5% and increasing the conversion and retention of Early Career Engineers by 10%; and • Increasing enterprise-wide professional development and succession planning activities by 20% to all levels of engineers (e.g., early career, mid-level, and senior engineers). • We will leverage ASME’s wide network (e.g. ASME mentoring; ABET; Professional Practice Curriculum; EMCI; Existing ASME Venues; Codes and Standards network of users; Digital Library and Online Learning Capabilities; Wide network includes sections, student sections, divisions, and peer linked communities, precollege entities; universities; industries; governments et. al; ASME brand.)

5. Outline • Objective: Provide understanding of Current activities, challenges and strategies for: • Part 1 – Pre-College Collaboration • Part 2 – The ASME Student Experience and Early Career Development • Part 3 - Professional Development • Reporting, Next Steps and Q&A

6. Part I:Pre-College Actively promoting inter-engineering society collaboration to increase public awareness of the engineering profession – focusing on primary and secondary levels.

7. Pre-College Programs • United Engineering Foundation Partnership • FIRST Robotics • Engineers Without Borders • National Engineers Week • Junior Engineering and Technical Society

8. M.E. Degree Statistics • We have done a good job in M.E. compared to other disciplines in terms of attracting students, but there is more to do • The number of B.S. engineering degrees has been flat • The percentage of engineering degrees awarded in M.E. is increasing • The number of M.E. degrees has been increasing • The number of ASME student members is increasing

9. Pre-College and Workforce Development • The goal of the Committee on Pre-College Education is: “Annually increasing outreach collaborations with other national and international engineering societies by 10% to promote engineering to primary and secondary educational levels and to the general public.”

10. Strategic Questions for Pre-College • To achieve the goal stated in the previous slide and to maximize ASME’s impact, the Committee on Pre-College Education must resolve the following questions: • What is the mix of resources contributed toward multi-society efforts (such as Design Squad) vs. resources ASME dedicates to programs unique to mechanical engineering. • For the programs unique to mechanical engineering, what is the mix of resources dedicated to K-5, middle school, and high schools? • How can ASME collaborate with ME departments to attract students (seniors, transfer students, undeclared engineering majors) into their programs?

11. Part II:The ASME Student Experience and Early Career Development Increasing the value of ASME student and early career participation through radical changes to their ASME experiences by use of project-oriented education and practices.

12. Summary of Innovative Student and Early Career Programs • Student Design Exposition • Service Learning for Faculty • Enhanced Old Guard Oral Competition • Research and Graduate Education • Graduate Student Initiatives at Congress • Early Career Technical Conferences • ECLIPSE Program • Codes and Standards Mentoring • Emerging Leaders Alliance • Enhancing Mechanical Engineering Curriculum

13. ASME’s Student and Early Career Units and Workforce Development • The goal is: “Annually increasing student membership by 5% and increasing the conversion and retention of Early Career Engineers by 10%” by providing innovative programs and experiences using project-oriented education and practices

14. Strategic Questions for Students and Early Career Engineers • To achieve the goal stated in the previous slide, the Centers Sector must resolve the following questions: • How can we best re-design the ASME Student Experience? • What is the best portfolio of programs to serve undergraduate student members? • What is the best portfolio of programs to serve graduate student members? • How can ASME best serve student members whose technical interests fall outside the typical activities of a student section? • How can ASME strengthen its bonds with the mechanical engineering department heads and student section advisors? • How do we integrate the work across ASME and the Sectors?

15. Part III:Professional Development and Training Offering professional development programs to prepare a global engineering workforce to meet the challenges of tomorrow.

16. Professional Development • ASME Continuing Education Institute… • Reached over 6,600 individuals in FY 08 • Generated over 5.8M revenue By providing Continuing Education in: • Different platforms (Public, In-Company, At Home) • At different depths and applications levels • At different price points around the globe

17. New Platforms • Conducting Needs analysis and research for new on-line learning capacity for FY09 • Extending successful BioProcess Tech Seminars to other markets • A hybrid-conference/course focusing on industry topics, applications, best practices and case studies • Appropriate for ECE and transitional professionals seeking applications • Launching Nuclear Tech Seminars in US • Launching BioProcess Tech Seminars in Asia New in FY09

18. Content and IP • Depth/Breadth • Serve Workforce needs at appropriate levels and stages of career. • Curriculum Model in place to identify gaps and opportunities • Ownership Models • ASME needs to be able to manage IP in order to distribute under license • Ownership of ASME critical content (primarily codes related)

19. ASME’s Nuclear Curriculum Map to PPC and ASME Student activities

20. Global Distribution 1st, 2nd and 3rd tier strategy 1st: Launched European Public courses 08 • Expanding European program to 4 offerings in 09 • Planning Middle East Public Courses 2nd: Public Course partners • Australia, England, Brazil 3rd: Expanding Licensing Network • To China and India • UsingAuthorized Trainers • Licensed Materials New in FY09 New in FY09

21. CEI & Workforce Development • CEI’s goal is to “increase enterprise-wide professional development by 20% to all levels of engineers”. We will achieve this by focusing on strategy and operations: Content Delivery • Increasing ownership - Better Platforms • Developing career path - More Partners • Increasing catalog - Stronger Marketing

22. Summary:Continuing the Dialogue • Actively promoting inter-engineering society collaboration …Centers to lead • Increasing the value of ASME student and early career participation…Centers to lead • Offering professional development programs globally... CEI to lead • Cross Sector Coordination and periodic reports to SMC • Yearly reports to BOG