1 Engineering Workforce Development. 2 Executive Summary ASME will foster a broader, competent, vibrant and more diverse engineering workforce with sustained

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








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

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: M

em

be

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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


engineeringforchange.org

Live Training Courses

Partner with Universities to recruit ME

students

Certifications


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


Build partnerships to increase effectiveness & impact of ASME’s initiatives

20

Leveraging ASME’s capabilities to deliver value to and promote professionalism among engineers


Build partnerships to increase effectiveness & impact of ASME’s initiatives








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



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

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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

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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

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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

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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


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


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


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


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


Have local sections be a vital retention vehicle for early career engineers K&C, Centers

Re-vamp mentoring program K&C, Centers


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


Re-vamp mentoring program (as mentioned in Opportunity 4) K&C, Centers


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)


(None for this opportunity)


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


Develop and deliver new courses and/or certificationsS&C and Institutes


(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


Develop material on codes and standards for integration into university curriculum S&C, Centers


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


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


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


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


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


Job Board

Career Center


E-Mentoring

Personnel Certification


Early Career Technical Seminars and Conferences (ECE targeted, industry specific)

Technical Conferences (non-ECE targeted, discipline specific)

Training Courses on Technical Topics

E-Library


Codes & Standards

The Early Career Engineer Experience Portfolio


and Volunteering

Local Section Activities and Programs

Technical Divisions Activities and Programs

Training Courses on Management and Leadership

ECLIPSE Internship


ME Today e-newsletter

Early Career Center webpage

ME Magazine

ASME News

Membership Benefits and Discounts

45


Job Board

Career Center


E-Mentoring

Personnel Certifications


Live Training Courses on Technical Topics

eLearning Courses on Technical Topics, Management, and Leadership

E-Library


Codes & Standards

• Technical Seminars and Conferences

• Technical, Managerial and Ethical Topics related to licensure

The Professional Engineer Experience Portfolio


and Volunteering

Participation in ASME Code Committees

Local Section Activities and Programs

Technical Divisions Activities and Programs


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


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.


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

Documents

1 Engineering Workforce Development. 2 Executive Summary ASME will foster a broader, competent, vibrant and more diverse engineering workforce with sustained