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Engineering Workforce Development

Presenters:

Bob Luna

Senior Vice President, Centers

Mike Michaud

Managing Director, Institutes

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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

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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

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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

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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

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Part I:Pre-College

Actively promoting inter-engineering society collaboration to increase

public awareness of the engineering profession – focusing on primary

and secondary levels.

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Pre-College Programs

• United Engineering Foundation Partnership

• FIRST Robotics

• Engineers Without Borders

• National Engineers Week

• Junior Engineering and Technical Society

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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

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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.”

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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?

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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.

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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

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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

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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?

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Part III:Professional Development and

Training

Offering professional development programs to prepare a global

engineering workforce to meet the challenges of tomorrow.

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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

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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

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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)

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Facility Construction Balance of Plant In-Service Testing

Advanced Finite Element Analysis

QA Considerations for new nuclear facility

constructionTRIZ The Theory of Inventive Problem Solving

Advanced Geometric Dimensioning and Tolerancing Y14.5

NQA1 Requirements for Computer Software used

in Nuclear Facilities

FRP Piping Fabrication and Installation

ProcessesThe Bolted J oint

Tools and Methods of Finite Element Analysis

Section III, Division 1, Class 1 Piping Design

ASME Section IX: Welding and Brazing

Qualifications

ASME Section XI: Inservice Inspection of

Nuclear Power Plant Components

Operation, Maint & Repair of Plant Piping Systems

Geometric Dimensioning and Tolerancing - Y14.5

Section III, Division 1, Class 2 & 3 Piping Design

Section VIII, Division 1: Inspection, Repair and Alteration of Pressure

Vessels

Developing an In-Service Testing program (in dev)

Geometric Dimensioning and Tolerancing - Y14.5

Advanced Design and Fabrication of Pressure

Vessels,Section VIII Division I

Risk-informed In-Service Testing

B31.3 Process Piping Design

The Bolted J ointIntroduction to Finite

Element Analysis

Section III, Division 1: - Rules for Construction of

Nuclear Facility Components

Section VIII Division 2 Design & Fabrication of

Pressure Vessels

Overview of Probablistic Risk Assessment

Standard

B31.1 Power Piping Design & Fabrication

Design of Bolted Flange J oints

Drawing InterpretationPractical Welding

TechnologyIn-Services testing for

Valves

100 Questions on Structural Integrity Introduction to Section III

In-Services testing for Pumps

Fo

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dat

ion

Pre

-wo

rk

Engineering Management

Ad

van

ced

Piping BoltingDesign and Refinement

Core Industry

Ad

vanced

Interm

ediate

Fo

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ASME’s Nuclear Curriculum

Map to PPC and ASME Student activities

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Global Distribution

1st, 2nd and 3rd tier strategy1st: 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• Using Authorized Trainers• Licensed Materials

New in

FY09

New in

FY09

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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

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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