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1
Engineering Workforce
Development
2
Executive Summary
ASME will foster a broader, competent, vibrant and more diverse engineering workforce with sustained engagement in ASME over all career stages.
Top opportunities
1. Cultivate STEM education and recruit students to pursue mechanical engineering, including increased use of partnerships and promotion of diversity.
2. Work with university educators and advisors to broaden and deepen the relevance of the ASME student member experience through mentoring, internships, workforce readiness skills and project-based learning.
3. Strengthen linkages throughout one’s ASME experience and especially between one’s student member experience and relevance of ASME membership after graduation.
4. Strengthen ASME’s impact with Early Career Engineers (ECE) through developing relevant products and services and engaging them with the ASME engineering community.
5. Broaden opportunities for experienced engineers to mentor students and early career engineers.
6. Work with industry to understand and support their human resource needs (including providing workforce readiness skills, building a spirit of professionalism and filling engineering openings).
7. Build on the existing capabilities in the continuing education area, with emphasis on energy-related sectors.
8. Develop training material on relevant ASME Codes for inclusion within University Curricula and to technical personnel involved in ASME codes and standards
Value Chain
Collaborations with other organizations
Philanthropic fundraising
Advocacy & Public Policy
GrowingEducated& Creative Workforce
Providingtechnicaltraining
andleadership
opportunities
Bridgingstudentsto earlycareer
engineers
Deliveringproject andteam-based
learningto students
Providingtechnicaltraining
andleadership
opportunities
EngagingK-12
stakeholdersto get newstudents
interestedin engineering
Leveraging ASME’s capabilities to deliver value to and promote professionalism among engineers
Opportunities for individuals from pre-college through end of career for enhancing professional growth and development
Build partnerships to increase effectiveness & impact of ASME’sinitiatives
Cultivate interest and recruit pre-college students
Enhance student learning and
provide academic support
Engage early career engineers and
deliver excellent experience
Support continuing educationand engagement in
professional activities
Knowledge Continuum
Cultivate interest and recruit pre-college students
Enhance student learning and
provide academic support
Engage early career engineers and
deliver excellent experience
Support continuing educationand engagement in
professional activities
Knowledge Continuum
33
Strategy Statement – Engineering Workforce Development
Short Version
• ASME will foster a broader, competent, vibrant and more diverse engineering workforce with sustained engagement in ASME over all career stages.
Statement
• ASME will foster a broader, competent, vibrant and more diverse engineering workforce with sustained engagement in ASME over all career stages. We will achieve this by promoting public awareness of the value of the engineering profession, expanding the capacity of the engineering workforce, improving retention in the profession and ASME, and increasing technical competency.
4
Workforce Development Index
• Participation in ASME training has increased from 5,319 in the first half of FY10 to 6,767 in the first half of FY11
• Visits to the asme.org website have increased 10.4% in the first half of FY11 compared to the first half of FY10
• Student membership has increased from 23,065 on Dec. 31, 2009 to 27,626 on Dec. 31, 2010
+11%
+8%
+14%
+19%
Details on the Workforce Index are shown on the next slide.
5
Workforce Development Workforce Development Index• Weighted index of ASME workforce-related activities (weighting factor indicated):
– Expand Pipeline• Participation in student conferences (100)• Participation in I-Show and HPV (100)• Student participation in e-mentoring (50)• Student members (10)• Pre-college web visits (.01)
– Improve Retention• Number of student members retained as student members (20)• Number of graduating undergraduate student members transitioning to industry and/or
graduate school and staying as members (20)• Number of professional members retained (20) • Early career participation in e-mentoring (10)
– Increase Competency• Number of ASME Owned courses (500)• Participation in training programs (25)• Individuals certified (25)• Number of ASME Books purchased (25)• Visits to ASME web pages (.05)
• Calculated as sum of (number of occurrences) x (weighting factor) for each activity above
• Total EWD Index is the sum of the three indices above
6
Workforce DevelopmentQ2 Highlights
• BSC Workforce Related Measures S2 Early career members – The Q2 actual of 17,039 early career members
exceeded the target of 16,804. I2 New courses and certificate programs in energy related sectors – We have
developed 2 new ASME licensed courses or certificate programs in energy related sectors YTD and the Q2 target was 3. The goal for the fiscal year is 5. Development of several energy-related courses is in progress and expected to be on plan by Q3.
I5 Students participating in ASME project oriented learning – Most of the activity in this area comes in Q4. The participation in the Student Design Competition at the Congress and the Latin America Human Powered Vehicle Competition has met the 5% growth target.
• Expand Pipeline– The Inspire Innovation workshop for pre-college teachers at the Vancouver
Congress attracted 75 participants, one of the largest turnouts in the history of this program
• Improve Retention– The Old Guard and ASME Foundation combined forces for a joint reception at the
ASME Congress. These units held separate receptions in the past.• Increase Competency
– Working on non-destructive examination and NQA Auditor personnel certification programs.
– An additional 49 e-books were added in Q2 to the list available for institutional/library subscribers, which now totals 95.
7
Workforce DevelopmentUpcoming Activities
• Expand Pipeline– Interactive website and smartphone materials for pre-college students– Implementation of Vision 2030 Mechanical Engineering Education Report– Increase in Diversity Action Grants– Work began on being lead society for E-Week 2012, including getting commitment from
Battelle to be the corporate sponsor• Improve Retention
– Student Professional Development Conferences Futures Team developing new model for student conferences
– Development of programs at community colleges– Expansion of Innovation Showcase– Summit of ASME Foundation, ASME Auxiliary, Old Guard, Centers, and K&C Leadership
to discuss financial aid and fund-raising programs– Early Career Global Reach Project to develop webcasts
• Increase Competency– New asme.org site to be launched in March– 12 Amazon Kindle e-books planned for FY11– Nanotechnology self-study courses to be offered on or before June 2011
8
• K-12 (teacher, counselor, parent, and student) outreach (Centers)
• Outreach to women and under-represented minorities to pursue ME (Centers)
• Increase value of ASME membership to early career engineers (K&C, Centers, Membership)
• Expand reach of courses and certificate programs (S&C)
Engineering Workforce Development – High Priority Ongoing Programs
9
Appendices:
1. Team Charge and Structure
2. Workforce Development Long Term and FY12 Balanced Scorecard Objectives, Measures and Targets for the ASME Enterprise
3. Workforce Development Portfolio Management Framework
4. Top Opportunities
5. Portfolios of Existing ASME Programs
6. Data on Engineering Enrollments and ASME Student, Early Career Participation, and Training and Development
7. Bullet Points from Voice of the Customer survey
10
Appendix 1: Team Charge and Structure
11
• Expand the engineering workforce pipeline• Improve retention in the profession and in
ASME• Increase effectiveness and technical
competency of the workforce
Engineering Workforce Development Team Charge
12
CRAFTSTRATEGY
STATEMENT
ASSESSCURRENT
PORTFOLIO
IDENTIFYGAPS ANDLINKAGES
LIST TOPOPPORTUNITIES
DEVELOPACTIONPLANS
SEQUENCE OF EFFORT OF THEENGINEERING WORKFORCE DEVELOPMENT TEAM
THE TEAM WILL FULFILL THE STRATEGY STATEMENTBY FILLING GAPS THROUGH THE
• DEVELOPMENT OF NEW PROGRAMS• ENHANCEMENT OF EXISTING PROGRAMS• SUNSET OF OBSOLETE PROGRAMS• ESTABLISHMENT OF BETTER LINKS BETWEEN EXISTING PROGRAMS
13
Engineering Workforce Development-Strategy Execution Team Organization
Pre-College andCollege StudentSteering Committee
We have added task forces to addressgaps and will sunset them as they complete their projects
* Indicates the four major portfolio areas
14
Engineering Workforce Development Strategy Execution
Team Core TeamClark McCarrell and Dave Soukup, co-chairs
Rick Dellinger
Burt Dicht
Jen Jewers
Bill Nott
Jackie Oppenheim
Madhu Rangi
Rob Pangborn, Board of Governors Liaison
15
Value Chain
Collaborations with other organizations
Philanthropic fundraising
Advocacy & Public Policy
GrowingEducated& Creative Workforce
Providing technical training
and leadership
opportunities
Bridging students to early career
engineers
Delivering project and team-based
learning to students
Providing technical training
and leadership
opportunities
Engaging K-12
stakeholders to get new students
interested in engineering
16
ASME’s Lifelong Relationship Map with ME’s
K-12 Entry Level
Mid- Career
CollegeProf or
Exec Retirees
EntryLevel + 5
Car
eer
Res
ou
rces
an
d J
ob
S
earc
h
Co
mm
un
ity
: M
em
be
rsh
ip,
Le
ad
ers
hip
an
d
Vo
lun
tee
rin
g
Tec
hn
ical
C
on
ten
t a
nd
In
form
atio
n
Outreachwith Partner
Organizations’Competitions
Workshops for Teachers
FinancialAid
StudentProfessionalDevelopmentConferences
StudentCompetitions
E-mentoring
Participation in Code Committees
ASME Journals and Books
engineeringforchange.org
Live Training Courses
Partner with Universities to recruit ME
students
Certifications
Professional Practice Curriculum
A sample of ASME’s Engineering Workforce Development ProgramsEntire portfolios shown in Appendix
Technical Seminars and Conferences
eLearning
17
We need to have better connections among our programs
K-12 Entry Level
Mid- Career
CollegeProf or
Exec Retirees
EntryLevel + 5
Car
eer
Res
ou
rces
an
d J
ob
S
earc
h
Co
mm
un
ity
: M
em
be
rsh
ip,
Le
ad
ers
hip
an
d
Vo
lun
tee
rin
g
Tec
hn
ical
C
on
ten
t a
nd
In
form
atio
n
Outreachwith Partner
Organizations’Competitions
Workshops for Teachers
FinancialAid
StudentProfessionalDevelopmentConferences
StudentCompetitions
E-mentoring
Participation in Code Committees
ASME Journals and Books
engineeringforchange.org
Live Training Courses
Partner with Universities to recruit ME
students
Certifications
Professional Practice Curriculum
OBJECTIVE – To link programs tokeep flowthrough thepipeline.Arrows show asample ofpotential links.
Technical Seminars and Conferences
eLearning
18
Program Linkages – SAMPLE POSSIBILITIES
Program Name People Impacted
Pull from Previous Programs
Push to Future Programs
Student Design Competitions
500 student participants
Students who participated in FIRST and JETS competitions
Invitations to participate in I-Show, be mentors for FIRST teams
Scholarships 50 student recipients
Only those who have been active in ASME Student Section or competition participants invited to apply
Scholarship recipients get special dues renewal notices reminding them of financial aid received
Eliminate mindset that programs are discrete
in favor of a cohesive portfolio of linked programs
19
Organizational approach to work force development
Opportunities for individuals from pre-college through end of career for enhancing professional growth and development
Build partnerships to increase effectiveness & impact of ASME’s initiatives
20
Leveraging ASME’s capabilities to deliver value to and promote professionalism among engineers
Opportunities for individuals from pre-college through end of career for enhancing professional growth and development
Build partnerships to increase effectiveness & impact of ASME’s initiatives
Cultivate interest and recruit pre-college students
Enhance student learning and
provide academic support
Engage early career engineers and
deliver excellent experience
Support continuing educationand engagement in
professional activities
Knowledge Continuum
21
Appendix 2: Workforce Development Long Term and FY12 Balanced Scorecard Objectives, Measures and Targets for the ASME Enterprise
2222
LONG TERM - Engineering Workforce Development - ASME will foster a broader, competent, vibrant and more diverse engineering workforce with sustained engagement in ASME over all career stages.
Long Term Objectives
Measures Targets Comments
To increase exposure of pre-college students to engineering
Use of engineering principles in K-12 education
Inclusion of engineering principles into school systems in a majority of US states by 2022
ASME, along with its pre-college partners, will promote hands-on, open-ended real-world problem solving experiences in K-12 classrooms that are linked to the STEM curriculum.
To be a leading facilitator in connecting students worldwide with problem or team based learning and global service opportunities
Number of students participating in ASME offerings
a. 10,000 students by2022b. 30% of project offerings are for the developing world
To be a leading global engineering workforce training provider
a. Leading provider of bridge content
for transitioning college graduates to
early career employment
b. Use of training courses and certification programs for the practicing global technical
workforce
a. 10% annual growth in participants of bridge content in collaboration with industry partners
b. Double the number of individuals trained and triple the number of individuals certified by 2022
Bridge content is defined as material that provides technical and “soft” skills that employers say students need in order to supplement their engineering curriculum.
Note: Subject to annual review and update
2323
FY12 - Engineering Workforce Development - ASME will foster a broader, competent, vibrant and more diverse engineering workforce with sustained engagement in ASME over all career stages.
Long Term Objectives
FY12 Objectives Measures Targets
To increase exposure of pre-college students to engineering
To increase the exposure of pre-college students to engineering
Use of engineering principles in K-12 education
Introduce engineering principles to K-12 students or into school currricula in three states
To be a leading facilitator in connecting students worldwide with problem or team based learning and global service opportunities
To be a leading facilitator in connecting students worldwide with problem or team based learning and global service opportunities
Number of students participating worldwide in ASME problem or team based learning and global service project opportunities
15% increase over the FY11 baseline
To be a leading global engineering workforce training provider
To expand global engineering workforce training (especially in energy related sectors)
Use of ASME training courses for the practicing global technical workforce
10% increase over the FY11 baseline in participants in energy-related courses
24
Appendix 3: Workforce Development Portfolio Management Framework
25
Workforce Development Portfolio: Purpose of the Management Framework
To answer key business questions about WFD Portfolio:
• What are the key drivers for growth in Workforce Development Index?
• How do expansion of pipeline, improvement in membership retention, and improvement in ASME constituents’ competency indices play contribute to improvement of the WFD Index?
– What is the revenue generated by the Training Portfolio in FY11?
– What is the community engagement (engagement in activities, participation in technical committees, number of codes committees, number of content providers, number of active sections, etc.) in FY11?
– What is product usage (number and type of products/services sold, number of participants in conferences, competitions, training courses, events, certifications etc., ) in FY11?
– What is the demographic information and repeat rate about the users of ASME Products portfolio in FY11?
Robust Workforce Development Portfolio Management Framework
26
Workforce Development Portfolio Management Framework Project Scope
• Functions Included– Framework for WFD portfolio management system
• Data attributes, product list, standard definitions for classification system– Framework Prototype
• Functions Not Included– Integration with TIMSS and Great plains– Dynamic update of data– Analysis and recommendations on growth and management of WFD Portfolio
• Key Deliverables– WFD team targets for FY’12– Requirements for WFD portfolio management framework– Prototype of WFD portfolio management framework
• Plan– Product Managers will provide informational content about the products– Portfolio management team will develop the classification scheme that governs the
portfolio management system– Portfolio management team will develop the prototype for the system
27
Development Plan for WFD Portfolio Management Framework
Oct - Dec 2010PM and WFDWFD product data to set up targets for FY12
2.a Reach out to individual product managers to get the data about their products
Oct 2010PM and WFDFinalized list of product managers1.a Identify product managers responsible for certain WFD products
Jan 2011PM and WFDWFD FY12 targets 5. Develop WFD team targets for FY12 using available information
PM
PM
PM
PM
PM and WFD
PM
PM and WFD
PM
Team responsible for execution
June 2011
Apr 2011
Mar 2011
Feb 2011
Jan 2011 WFD team meeting
Nov-Dec 2010
Oct 2010 WFD team meeting
Sept-Oct 2010
Timeline
Finalized definition of products classification into tiers
4. Validate tiers classification definition with WFD team
MilestoneActivity
Prototype of WFD data collection framework
7. Create a prototype of WFD data collection framework using available WFD product list
Timeline for data collection8. Reach out to individual product managers to share the framework and to get the data about their products
Recommend a tool that will fulfill database requirements
6. Finalize database requirements for WFD data collection framework
Baseline data on WFD Portfolio9. Populate the database with the information about WFD Products
Draft of the standardized definition for classification
3. Develop standardized definitions for classification of products into tiers, etc.
Comprehensive list of attributes2. Validate list of attributes with WFD team
Draft of the attribute list•Start compiling a list of attributes required to answer the business questions about WFD Portfolio
28
Workforce Development Portfolio Management Framework: Data AttributesWFD Portfolio management framework will include following attributes:
1. Financial attributes– Demand, revenue, cost and margin data where appropriate for 2 most recently completed fiscal
years
2. Classification attributes– Type of Product: Technical, Seminars and Conferences, Publications, Training courses, Workshops,
Competitions, mentoring etc.
– Type of Segment: K-12, College, Entry level, Mid Career, industry Professional/Executive (small medium, large co.), Retired, Self employed, academicians, regulatory bodies
– Type of Content: Career, Community, Technical, Non Technical
– Type of Energy: nuclear, fossil, alternative, renewable
– Type of Technology: energy generation, transmission, transportation, storage, efficiency, disposal etc,
– Type of delivery mechanism: Live, Online, Self study, publications, wireless, interactive games, social media etc.
3. Community engagement attributes– Geographic and Professional; Outreach with other organizations through competitions, participation
in Technical committee, codes committee, editorial board, division, CRTD committee, etc.
4. Product stage of development– Plans for implementation– Product general ledger number– Sector/product manager responsible for product development & maintenance
29
Next Steps
1. Follow the proposed plan to develop WFD Portfolio Management Framework
2. Regularly update WFD team on the progress
30
Appendix 4: Top Opportunities
31
Top OpportunitiesExpand the engineering workforce pipeline
1 Cultivate STEM education and recruit students to pursue mechanical engineering, including increased use of partnerships and promotion of diversity.
2 Work with university educators and advisors to broaden and deepen the relevance of the ASME student member experience through mentoring, internships, workforce readiness skills and project-based learning.
Improve retention in the profession and in ASME
3 Strengthen linkages throughout one’s ASME experience and especially between one’s student member experience and relevance of ASME membership after graduation.
4 Strengthen ASME’s impact with Early Career Engineers (ECE) through developing relevant products and services and engaging them with the ASME engineering community.
5 Broaden opportunities for experienced engineers to mentor students and early career engineers.
Increase effectiveness and technical competency of the workforce
6 Work with industry to understand and support their human resource needs (including providing workforce readiness skills, building a spirit of professionalism and filling engineering openings).
7 Build on the existing capabilities in the continuing education area, with emphasis on energy-related sectors.
8 Develop training material on relevant ASME Codes for inclusion within University Curricula and to technical personnel involved in industries served by ASME codes and standards
32
Segments Served by Top Opportunities
Cultivate STEM
Work with Educators
Strengthen linkages
Strengthen Impact on Early Career
Mentoring
Work with industry
Continuing Education
ASME Codes in Universities
PRE-COLLEGE COLLEGE PROFESSIONALTop Opportunities
EARLY CAREER
33
Opportunity 1Cultivate STEM education and recruit students to pursue mechanical engineering, including increased use of partnerships and promotion of diversity.
FY11 Top Workforce Development Initiative
Create outreach program and materials targeting incoming freshmen, undeclared engineering majors and community college students to pursue ME Centers, K&C
Other Sector Initiatives being measured through Balanced Scorecard
Increase networking/partnership opportunities with the Society of Women Engineers, National Society of Black Engineers, Society of Hispanic Professional Engineers, etc., to address workforce issues, such as having the ASME President speak to their Boards Centers
Provide merit funding for sections involved outreach for incoming freshmen, undeclared engineering majors and community college students to pursue ME K&C
Develop a proposal to ME academic department chairs to create multi-disciplinary courses, such as BIO-X – Mechanical Engineering, Chemical Engineering – Mechanical Engineering Centers
Provide merit funding for sections involved with outreach to incoming freshmen, undeclared engineering majors and community college students to pursue ME (see initiative 1 above) K&C
Collaborate on Michigan Tech high school enterprise grant Centers
Develop diversity webinar for senior ASME leaders Centers
34
Opportunity 2Work with university educators and advisors to broaden and deepen the relevance of the ASME student member experience through mentoring, internships, workforce readiness skills and project-based learning
FY11 Top Workforce Development Initiative
Develop advocacy/implementation program for improvements to university project-based learning (as per “Vision 2030 Report”)
Centers, K&C,Institutes
Implement recommendations of Student Professional Development Conference Task Force
Centers, K&C,Institutes
Other Sector Initiatives being measured through Balanced Scorecard
Develop ways for students to participate in engineeringforchange.org Centers, K&C
Ensure that no U.S. state or territory enacts the Master’s or Equivalent education requirement for licensure, as this has the potential to reduce the number of students pursuing engineering Centers
Conduct Student Section Revitalization project K&C
Investigate the feasibility of a partnership with CDIO Centers
Support Engineers Without Borders Education Initiative Centers, K&C
Add BIO-X and social innovation related topics to student design competitions Centers
35
Opportunity 3Strengthen linkages throughout one’s ASME experience and especially between
one’s student member experience and relevance of ASME membership after graduation
FY11 Top Workforce Development Initiative
Plan for linking major workforce-related programs throughout ASME, including the design of “push” and “pull” among programs. Creation and communication of a “career roadmap” to increase ASME program awareness and continuity of participation All Sectors
Other Sector Initiatives being measured through Balanced Scorecard
Report by leaders of ASME Foundation, OId Guard and ASME Auxiliary to improve ASME financial aid by making programs more cohesive, minimizing duplication of efforts, and increasing impact back to ASME
Centers, Governance
Report on how to effectively utilize Old Guard knowledge, collaboration and resources to enhance student and early career programs Centers
Promote participation in Innovation Showcase Strategic Mgt
Investigate one-on-one marketing for producing dues bill renewal personalized for each recipient highlighting the value of his or her past participation in specific programs (e.g. being the recipient of an award or scholarship) Membership
Implement the Section Revitalization Project with an emphasis on retaining ECE’s K&C
Revitalize Student Section Liaison program K&C
Instigate tracking from IPTI Collegiate activities to membership Institutes
36
Opportunity 4
Strengthen ASME’s impact with Early Career Engineers (ECE) through developing relevant products and services and engaging them with the ASME engineering community
FY11 Top Workforce Development Initiative
Have local sections be a vital retention vehicle for early career engineers K&C, Centers
Re-vamp mentoring program K&C, Centers
Other Sector Initiatives being measured through Balanced Scorecard
Improve Career Center Marketing
Improve Job Board Marketing
Redesign Early Career Center Marketing
Marketing & Membership Plan and implementation of plan Marketing
Expand reach of Early Career Technical Seminars K&C
Implement recommendations of Early Career Professor Task Force K&C, Centers
Develop ME Today webinar and podcast series, including international content Centers
ECE needs incorporated into the ASME.org redesign Marketing
37
Opportunity 5Broaden opportunities for experienced engineers to share their technical knowledge and to mentor students and early career engineers
FY11 Top Workforce Development Initiative
Re-vamp mentoring program (as mentioned in Opportunity 4) K&C, Centers
Other Sector Initiatives being measured through Balanced Scorecard
Content developed and delivered to better train student section advisors K&C
Increased participation of ECLIPSE interns on projects that will benefit students
and early career engineers All Sectors
38
Opportunity 6Work with industry to understand and support their human resource needs (including providing workforce readiness skills, building a spirit of professionalism and filling engineering openings)
FY11 Top Workforce Development Initiative
(None for this opportunity)
Other Sector Initiatives being measured through Balanced Scorecard
Link Industry Advisory Board with ME Department Heads Committee
Centers, Strategic Management
Develop ongoing plan to disseminate industry segmented content to the engineering professional community Marketing
Create task force to determine critical focus areas for core members leveraging studies/surveys etc. Institutes
39
Opportunity 7Build on the existing capabilities in the continuing education area with emphasis on energy related sectors
FY11 Top Workforce Development Initiative
Develop and deliver new courses and/or certificationsS&C and Institutes
Other Sector Initiatives being measured through Balanced Scorecard
(none for this opportunity)
40
Opportunity 8Develop training material on relevant ASME Codes for inclusion within University Curricula and to technical personnel involved in ASME codes and standards
FY11 Top Workforce Development Initiative
Develop material on codes and standards for integration into university curriculum S&C, Centers
Other Sector Initiatives being measured through Balanced Scorecard
Assess training needs supporting use of ASME codes and standards S&C
41
Appendix 5: Portfolio of Existing ASME Programs
42
Career Resources and Job Search
Diversity Action Grants for ASME Student Sections Subcontract with Michigan Tech on High School Enterprise Research Partnership with Penn State on Project to Recruit Females for ME degrees
Technical Content and Information
Inspire Innovation Workshops for teachers and engineers Lesson plans Training sessions and exhibits at teacher and counselor conventions Position statements
The ASME Pre-College Student Experience Portfolio
Community: Networking, Leadership
and Volunteering
Direct Outreach to schools, science fairs, competitions run by ASME partners such as: Boy Scouts Engineer Your Life Engineers Without Borders FIRST Robotics JETS (Junior Engineering and Technical Society) Girl Scouts National Engineers Week Project Lead the Way STEM Education Coalition United Engineering Foundation
ASME Content Vehicles and Other Resources
Pre-College Website Career Guidance Brochures Design Squad Television Show Heroes of Engineering Comic Book Listing of engineering camps on asme.org
43
Career Resources and Job Search
Job Search• Job Board and Database• Career Center on asme.org
Career Awareness• Early Career Forums• Company Internships• Washington Internships for Students of Engineering• Division and Institute Internships• Professional Practice Curriculum
Financial Aid• Scholarships• Loans• Graduate Teaching Fellowships
Recognition• Charles T. Main Award• Arthur L. Williston Award
Technical Content and Information
Events Early Career Technical Seminars and Conferences Technical Conferences Innovation Showcase Short Courses
Leadership & Non-technical Skills• Student Section Volunteer Leadership Positions• Student Sections Committee Volunteer Leadership Positions• Student District Operating Board Volunteer Leadership Positions •Student Leadership Seminars
Technical and Business Skills• Professional Practice Curriculum• Old Guard Oral, Poster & Web Design Competitions• Student Design Competition• Human Powered Vehicle Competition• Human Powered Submarine Competition• Division Design and Paper Competitions
The Student Experience Portfolio
Community: Networking, Leadership
and Volunteering
Geographic• Student Section Activities• Professional Section Activities
Professional• Technical Division and Institute Activities• Student Professional Development Conferences• Society-level events• Partnership with Engineers Without Borders
ASME Content Vehicles and Other Resources
ME Today e-newsletter Student Center webpage ME magazine E-library ASME Journals Conference Proceedings Technical Books and Manuals Standards and Certification Membership Benefits and Discounts
44
Career Resources and Job Search
Job Board
Career Center
Professional Practice Curriculum
E-Mentoring
Personnel Certification
Technical Content and Information
Early Career Technical Seminars and Conferences (ECE targeted, industry specific)
Technical Conferences (non-ECE targeted, discipline specific)
Training Courses on Technical Topics
E-Library
ASME Journals and Books
Codes & Standards
The Early Career Engineer Experience Portfolio
Community: Networking, Leadership
and Volunteering
Local Section Activities and Programs
Technical Divisions Activities and Programs
Training Courses on Management and Leadership
ECLIPSE Internship
ASME Content Vehicles and Other Resources
ME Today e-newsletter
Early Career Center webpage
ME Magazine
ASME News
Membership Benefits and Discounts
45
Career Resources and Job Search
Job Board
Career Center
Professional Practice Curriculum
E-Mentoring
Personnel Certifications
Technical Content and Information
Live Training Courses on Technical Topics
eLearning Courses on Technical Topics, Management, and Leadership
E-Library
ASME Journals and Books
Codes & Standards
• Technical Seminars and Conferences
• Technical, Managerial and Ethical Topics related to licensure
The Professional Engineer Experience Portfolio
Community: Networking, Leadership
and Volunteering
Participation in ASME Code Committees
Local Section Activities and Programs
Technical Divisions Activities and Programs
ASME Content Vehicles and Other Resources
ME Magazine
ASME News
Membership Benefits and Discounts
46
Appendix 6: Data on Engineering Enrollments and ASME Student, Early Career Participation and Training and Development
47
Bachelor's Degrees 1999-2009 in the U.S. (the total of all engineering
degrees has levelled off)
0
20000
40000
60000
800001
99
9
20
01
20
03
20
05
20
07
20
09
Year
# o
f S
tud
en
ts
MechanicalEngineering
EngineeringTotals
From “Profiles of Engineering and Engineering Technology Colleges” – ASEE 2009 Edition
48
Bachelor's Degrees of the Major Engineering Disciplines 1999-2009
in the U.S.
0
4000
8000
12000
16000
20000
1999
2001
2003
2005
2007
2009
Year
# o
f S
tud
en
ts MechanicalEngineeringElectricalEngineeringCivil Engineering
ChemicalEngineering
From “Profiles of Engineering and Engineering Technology Colleges” – ASEE 2009 Edition
49
Levels of ME Degrees in the U.S.
0
4000
8000
12000
16000
2000019
99
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Year
# o
f S
tud
ents Bachelor's
Master's
Ph.D.
From “Profiles of Engineering and Engineering Technology Colleges” – ASEE 2009 Edition
50
Percentage of Women Graduates and Under-represented Minority
Graduates Among B.S.M.E. Recipients
0
5
10
15
1999
2000
2001
2002
2003
2004
2005
2006
2007
Year
Per
cen
t Women
Under-representedMinority
From “Science and Engineering Indicators 2010,” National Science Foundation
51
Trends in International "First University" Engineering Degrees
0
100,000
200,000
300,000
400,000
500,000
600,00020
00
2001
2002
2003
2004
2005
2006
Year
# o
f S
tud
ents China
Japan
South Korea
United Kingdom
Germany
United States
From “Science and Engineering Indicators 2010,” National Science Foundation(data from India was not included in this study)
52
ASME Student Members as of May 31
0
4000
8000
12000
16000
20000
24000
28000
2003 2004 2005 2006 2007 2008 2009 2010
Year
Nu
mb
er
All Students
Students Outside US
Students Inside US
53
ASME Members Under 35 Years Old
as of May 31
0
4000
8000
12000
16000
2003 2004 2005 2006 2007 2008 2009 2010
Year
Nu
mb
er
54
ASME Training & Development - breakdown of business units
Approx. 50% ASME members
55
ASME Training’s Global Reach
What ASME Is
Doing
8,000 Participants
from over 100 countries
56
Appendix 7: Bullet Points from Voice of the Customer Survey
57
Changing Workplace – Voice of the Customer
New Retirement
Options
New Retirement
OptionsTwo Speed Economy
Two Speed Economy
Employability vs. Job Security
Employability vs. Job Security
Multiple, Self-Directed
Careers
Multiple, Self-Directed
CareersDistributed Leadership
Distributed Leadership
Behaviors of Gen “X”
Behaviors of Gen “X”
Distance
CollaborationDistance
Collaboration
24/7/365 Anytime, anywhere
24/7/365 Anytime, anywhere
New Technology, New Energy
New Technology, New Energy
Work/Life Balance
Work/Life Balance
Diversity in the
Workforce
Diversity in the
Workforce
Collaborative Decision Making
Collaborative Decision Making
Multiple,
Overlapping
Networks
Multiple,
Overlapping
Networks
Knowledge Workers Valued
Knowledge Workers Valued
Information
OverloadInformation
Overload
Skills
ShortagesSkills
Shortages
Youth WorkersYouth
Workers
Employee Engagement
Employee Engagement
Leveraging
Intellectual
Property
Leveraging
Intellectual
Property
Corporate Social
Responsibility
Corporate Social
Responsibility
Global Competition
Global Competition
Global Supply Chain
Global Supply Chain
Changing Expectations:Gen X, Y, 60+
Changing Expectations:Gen X, Y, 60+
SustainabilitySustainability
Communication between age
groups
Communication between age
groups