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

2 Engineering Workforce Development (Simply Put) 1.Increase Supply of Engineering Students 2.Minimize the Loss of Engineers in Universities and Early in Career 3.Provide Continuing Education to Assure Relevant Skills

3 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. Engineering Workforce Development

4 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.) Engineering Workforce Development: Strategy Elements

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 1 st, 2 nd and 3 rd tier strategy 1 st : Launched European Public courses 08 Expanding European program to 4 offerings in 09 Planning Middle East Public Courses 2 nd : Public Course partners Australia, England, Brazil 3 rd : Expanding Licensing Network To China and India Using Authorized Trainers Licensed Materials 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: ContentDelivery –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