Engineering Workforce
Development
1
Executive Summary
ASME will foster a broader, competent, vibrant and more diverse engineering workforce
with sustained engagement in ASME over all career stages.
Value Chain
Leveraging ASME’s capabilities to deliver value to and promote professionalism
among engineers
Cultivate interest and
recruit pre-college students
Engaging
K-12
stakeholders
to get new
students
interested
in engineering
Delivering
project and
team-based
learning
to students
Bridging
students
to early
career
engineers
Providing
Providing
technical
technical
training
training
and
and
leadership
leadership
opportunities
opportunities
Growing
Educated
& Creative
Workforce
Opportunities
for individuals
from precollege through
end of career
for enhancing
professional
growth and
development
Enhance student learning
and
provide academic support
Engage early career engineers
and
deliver excellent experience
Build
partnerships
to increase
effectiveness
& impact of
ASME’s
initiatives
Support continuing education
and engagement in
professional activities
Advocacy & Public Policy
Philanthropic fundraising
Knowledge Continuum
Collaborations with other organizations
Top opportunities
4.
1.
5.
2.
3.
Cultivate STEM education and recruit students to pursue
mechanical engineering, including increased use of partnerships
and promotion of diversity.
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.
Strengthen linkages throughout one’s ASME experience and
especially between one’s student member experience and
relevance of ASME membership after graduation.
6.
7.
8.
Strengthen ASME’s impact with Early Career Engineers (ECE)
through developing relevant products and services and engaging
them with the ASME engineering community.
Broaden opportunities for experienced engineers to mentor
students and early career engineers.
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).
Build on the existing capabilities in the continuing education
area, with emphasis on energy-related sectors.
Develop training material on relevant ASME Codes for2inclusion
within University Curricula and to technical personnel involved
in ASME codes and standards
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.
3
3
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.
4
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
5
Workforce Development
Q2 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.
6
Workforce Development
Upcoming Activities
•
Expand Pipeline
–
–
–
–
•
Improve Retention
–
–
–
–
–
•
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
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
7
Engineering Workforce Development –
High Priority Ongoing Programs
•
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)
8
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
9
Appendix 1: Team Charge
and Structure
10
Engineering Workforce
Development Team Charge
•
•
•
Expand the engineering workforce
pipeline
Improve retention in the profession and in
ASME
Increase effectiveness and technical
competency of the workforce
11
SEQUENCE OF EFFORT OF THE
ENGINEERING WORKFORCE DEVELOPMENT TEAM
CRAFT
STRATEGY
STATEMENT
ASSESS
CURRENT
PORTFOLIO
IDENTIFY
GAPS AND
LINKAGES
LIST TOP
OPPORTUNITIES
DEVELOP
ACTION
PLANS
THE TEAM WILL FULFILL THE STRATEGY STATEMENT
BY FILLING GAPS THROUGH THE
• DEVELOPMENT OF NEW PROGRAMS
• ENHANCEMENT OF EXISTING PROGRAMS
• SUNSET OF OBSOLETE PROGRAMS
• ESTABLISHMENT OF BETTER LINKS BETWEEN EXISTING PROGRAMS
12
Engineering Workforce
Development-Strategy
Execution Team Organization
We have added task forces to address
gaps and will sunset them as they
complete their projects
Engineering
Workforce
Development
Strategy Execution
Team
Core Team
Pre-College and
College Student
Steering Committee
Pre-College
Activities*
College
Activities*
Student
Professional
Development
Conference
Task Force
Student
Project
Experience
Task Force
Professional
Development
Steering
Committee*
Early Career
Steering
Committee*
Engineers Without
Borders
Initiative
Early Career
Engineer
Customer
Segment Team
* Indicates the four major portfolio areas
Other Task Forces
TBD
Standards Content
Development
Task Force
ASME Training
Task Force
Personnel
Certification
Initiative
13
Engineering Workforce
Development Strategy Execution
Team Core Team
Clark McCarrell and Dave Soukup, co-chairs
Rick Dellinger
Burt Dicht
Jen Jewers
Bill Nott
Jackie Oppenheim
Madhu Rangi
Rob Pangborn, Board of Governors Liaison
14
Value Chain
Engaging
K-12
stakeholders
to get new
students
interested
in engineering
Delivering
project and
team-based
learning
to students
Bridging
students
to early
career
engineers
Providing
Providing
technical
technical
training
training
and
and
leadership
leadership
opportunities
opportunities
Growing
Educated
& Creative
Workforce
Advocacy & Public Policy
Philanthropic fundraising
Collaborations with other organizations
15
ASME’s Lifelong Relationship Map with ME’s
Technical
Content and
Information
K-12
College
Entry
Level
Entry
Level
+5
MidCareer
Prof
or
Exec
Retirees
Technical Seminars and Conferences
Workshops for
Teachers
Student
Competitions
ASME Journals and Books
Live Training Courses
Community:
Membership,
Leadership and
Volunteering
eLearning
engineeringforchange.org
Outreach
with Partner
Organizations’
Competitions
Student
Professional
Development
Conferences
Participation in Code Committees
Career
Resources
and Job
Search
Professional Practice Curriculum
Partner with
Universities
to recruit ME
students
A sample of
ASME’s
Engineering
Workforce
Development
Programs
Entire portfolios
shown in
Appendix
Certifications
Financial
Aid
E-mentoring
16
We need to have better connections among our programs
Technical
Content and
Information
K-12
College
Entry
Level
Entry
Level
+5
MidCareer
Prof
or
Exec
Retirees
Technical Seminars and Conferences
Workshops for
Teachers
Student
Competitions
ASME Journals and Books
Live Training Courses
Community:
Membership,
Leadership and
Volunteering
eLearning
engineeringforchange.org
Outreach
with Partner
Organizations’
Competitions
Student
Professional
Development
Conferences
Participation in Code Committees
Career
Resources
and Job
Search
Professional Practice Curriculum
Partner with
Universities
to recruit ME
students
OBJECTIVE –
To link
programs to
keep flow
through the
pipeline.
Arrows show a
sample of
potential links.
Certifications
Financial
Aid
E-mentoring
17
Program Linkages – SAMPLE POSSIBILITIES
Eliminate mindset that programs are discrete
in favor of a cohesive portfolio of linked programs
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 IShow, 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
18
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
19
Leveraging ASME’s capabilities to deliver value to and promote
professionalism among engineers
Cultivate interest and
recruit pre-college students
Opportunities
for individuals
from precollege through
end of career
for enhancing
professional
growth and
development
Enhance student learning
and
provide academic support
Engage early career engineers
and
deliver excellent experience
Build
partnerships
to increase
effectiveness
& impact of
ASME’s
initiatives
Support continuing education
and engagement in
professional activities
Knowledge Continuum
20
Appendix 2: Workforce
Development Long Term
and FY12 Balanced
Scorecard Objectives,
Measures and Targets for
the ASME Enterprise
21
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 by
2022
b. 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
a. 10% annual growth in
participants of bridge content in
collaboration with industry
partners
b. Use of training courses and
certification programs for the
practicing global technical workforce
b. Double the number of
individuals trained and triple the
number of individuals certified by
2022
Note: Subject to annual review and update
Bridge content is
defined as material that
provides technical and
“soft” skills that
employers say students
need in order to
supplement their
engineering curriculum.
22
22
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
23
23
Appendix 3: Workforce
Development Portfolio
Management Framework
24
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
25
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
26
– Portfolio management team will develop the prototype for the system
Development Plan for WFD Portfolio Management Framework
Activity
Milestone
Team responsible
for execution
Timeline
•Start compiling a list of attributes required to answer the business
questions about WFD Portfolio
Draft of the attribute list
PM
Sept-Oct 2010
1.a Identify product managers responsible for certain WFD products
Finalized list of product managers
PM and WFD
Oct 2010
2. Validate list of attributes with WFD team
Comprehensive list of attributes
PM and WFD
Oct 2010 WFD team
meeting
2.a Reach out to individual product managers to get the data about
their products
WFD product data to set up targets for
FY12
PM and WFD
Oct - Dec 2010
3. Develop standardized definitions for classification of products into
tiers, etc.
Draft of the standardized definition for
classification
PM
Nov-Dec 2010
4. Validate tiers classification definition with WFD team
Finalized definition of products
classification into tiers
PM and WFD
Jan 2011 WFD team
meeting
5. Develop WFD team targets for FY12 using available information
WFD FY12 targets
PM and WFD
Jan 2011
6. Finalize database requirements for WFD data collection framework
Recommend a tool that will fulfill
database requirements
PM
Feb 2011
7. Create a prototype of WFD data collection framework using
available WFD product list
Prototype of WFD data collection
framework
PM
Mar 2011
8. Reach out to individual product managers to share the framework
and to get the data about their products
Timeline for data collection
PM
Apr 2011
9. Populate the database with the information about WFD Products
Baseline data on WFD Portfolio
PM
June 2011
27
Workforce Development Portfolio Management Framework: Data
Attributes
WFD 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
28
Next Steps
1.
2.
Follow the proposed plan to develop WFD Portfolio Management
Framework
Regularly update WFD team on the progress
29
Appendix 4: Top Opportunities
30
Top Opportunities
Expand 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
31
technical personnel involved in industries served by ASME codes and standards
Segments Served by Top Opportunities
PRE-COLLEGE
COLLEGE
EARLY CAREER
PROFESSIONAL
Top Opportunities
Cultivate STEM
Work with Educators
Strengthen linkages
Strengthen Impact
on Early Career
Mentoring
Work with industry
Continuing
Education
ASME Codes in
Universities
32
Opportunity 1
Cultivate 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
33
Opportunity 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
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
34
Opportunity 3
Strengthen 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
35
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
36
Opportunity 5
Broaden 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
37
Opportunity 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)
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
38
Opportunity 7
Build 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 certifications
S&C and
Institutes
Other Sector Initiatives being measured through Balanced Scorecard
(none for this opportunity)
39
Opportunity 8
Develop 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
40
Appendix 5: Portfolio
of Existing ASME Programs
41
The ASME Pre-College Student Experience Portfolio
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
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
Technical Content and
Information
 Inspire Innovation
Workshops for teachers
and engineers
 Lesson plans
 Training sessions and
exhibits at teacher and
counselor conventions
 Position statements
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
42
The Student Experience Portfolio
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
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
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
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
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
43
The Early Career Engineer Experience Portfolio
Career Resources and
Job Search
Community:
Networking, Leadership
and Volunteering
Technical Content and
Information
 Job Board
 ME Today e-newsletter
 Career Center
Local Section Activities
and Programs
 Professional Practice
Curriculum
 Technical Divisions
Activities and Programs
 E-Mentoring
 Training Courses on
Management and
Leadership
 Personnel Certification
ASME Content Vehicles
and Other Resources
 ECLIPSE Internship
 Early Career Technical
Seminars and Conferences
(ECE targeted, industry
specific)
 Early Career Center
webpage
 ME Magazine
 Technical Conferences
(non-ECE targeted,
discipline specific)
 Training Courses on
Technical Topics
 ASME News
 Membership Benefits and
Discounts
 E-Library
 ASME Journals and
Books
 Codes & Standards
44
The Professional Engineer Experience Portfolio
Career Resources and
Job Search
 Job Board
Community:
Networking, Leadership
and Volunteering
Technical Content and
Information
 Participation in ASME
Code Committees
 Live Training Courses on
Technical Topics
Local Section Activities
and Programs
 eLearning Courses on
Technical Topics,
Management, and
Leadership
 Career Center
 Professional Practice
Curriculum
 E-Mentoring
ASME Content Vehicles
and Other Resources
 ME Magazine
 ASME News
 Technical Divisions
Activities and Programs
 Membership Benefits and
Discounts
 E-Library
 Personnel Certifications
 ASME Journals and
Books
 Codes & Standards
• Technical Seminars and
Conferences
• Technical, Managerial and
Ethical Topics related to
licensure
45
Appendix 6: Data on
Engineering Enrollments and
ASME Student, Early Career
Participation and Training and
Development
46
Bachelor's Degrees 1999-2009 in
the U.S. (the total of all engineering
degrees has levelled off)
# of Students
80000
60000
Mechanical
Engineering
Engineering
Totals
40000
20000
2009
2007
2005
2003
2001
1999
0
Year
From “Profiles of Engineering and Engineering Technology Colleges” – ASEE 2009 Edition
47
Bachelor's Degrees of the Major
Engineering Disciplines 1999-2009
in the U.S.
# of Students
20000
Mechanical
Engineering
Electrical
Engineering
Civil Engineering
16000
12000
8000
4000
Chemical
Engineering
20
09
20
07
20
05
20
03
20
01
19
99
0
Year
From “Profiles of Engineering and Engineering Technology Colleges” – ASEE 2009 Edition
48
Levels of ME Degrees in the U.S.
# of Students
20000
16000
Bachelor's
12000
Master's
8000
Ph.D.
4000
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
0
Year
From “Profiles of Engineering and Engineering Technology Colleges” – ASEE 2009 Edition
49
Percentage of Women Graduates
and Under-represented Minority
Graduates Among B.S.M.E.
Recipients
Percent
15
Women
10
5
Under-represented
Minority
19
99
20
00
20
01
20
02
20
03
20
04
20
05
20
06
20
07
0
Year
From “Science and Engineering Indicators 2010,” National Science Foundation
50
Trends in International "First
University" Engineering Degrees
# of Students
600,000
500,000
China
400,000
Japan
South Korea
300,000
United Kingdom
200,000
Germany
100,000
United States
2006
2005
2004
2003
2002
2001
2000
0
Year
From “Science and Engineering Indicators 2010,” National Science Foundation
(data from India was not included in this study)
51
ASME Student Members
as of May 31
28000
Number
24000
All Students
20000
16000
Students Outside US
12000
Students Inside US
8000
4000
0
2003 2004 2005 2006 2007 2008 2009 2010
Year
52
ASME Members
Under 35 Years Old
as of May 31
Number
16000
12000
8000
4000
0
2003 2004 2005 2006 2007 2008 2009 2010
Year
53
ASME Training & Development
- breakdown of business units
Approx. 50% ASME members
54
ASME Training’s
Global Reach
What
ASME Is
Doing
8,000 Participants
from over 100 countries
55
Appendix 7: Bullet Points from
Voice of the Customer Survey
56
Changing Workplace – Voice
of the Customer
Employee
Engagement
Employability
vs. Job
Security
Behaviors of
Gen “X”
Collaborative
Decision
Making
Knowledge
Workers
Valued
Two Speed
Economy
Communication
between age
groups
Sustainability
Multiple,
Self-Directed
Careers
Youth
Workers
Work/Life
Balance
24/7/365
Anytime,
anywhere
New
Retirement
Options
Corporate
Social
Responsibility
Diversity in
the
Workforce
Global
Competition
57