1 engineering workforce development presenters: bob luna senior vice president, centers mike michaud...
TRANSCRIPT
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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
un
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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datio
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re-wo
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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