NEW
REPORTS HIGHLIGHT U.S. ENGINEERING WORKFORCE CRISIS
Two studies and a survey released in May drew widespread
media coverage to challenges facing development of a technologically
literate workforce in the U.S., and, more specifically,
facing engineering as a profession. One study reported
a drop in the number of U.S. high school graduates who
plan to study engineering, a lack of preparation among
potential engineering students, and a decline in interest
in the field among young women and members of underrepresented
ethnic minorities. Another examined more broadly the challenges
to high quality math and science education at the K-12
level in the U.S. Most recently, a Gallup survey reported
a broad consensus among Americans on the need to make
improving pre-college math and science education a national
priority.
"Maintaining a Strong Engineering Workforce," a study
by the ACT, reported:
- a drop in the number of high school seniors
planning to study engineering, from 9 percent in 1992
to 6 percent in 2002;
- a decrease in the percentage of students
interested in engineering who had taken college preparatory
courses in high school;
- a drop in the number of female ACT test
takers considering engineering careers;
- a gap between aspirations of racial/ethnic
minority test takers, as indicated by expressed interest
in engineering, and their relevant preparation with more
than basic coursework.
To read the ACT report, visit: http://www.act.org/research/policy/pdf/engineer.pdf
"Learning for the Future: Changing the Culture of Math
and Science Education to Ensure a Competitive Workforce,"
released by the Committee For Economic Development (CED),
a business group, focused on three issues: lack of interest
in scientific and technological careers among young people,
poor quality of coursework, and inadequate teacher training.
Recommendations included:
- greater attention from the higher education
community to promoting and supporting, high quality curriculum
and programs in K-12;
- collaboration and support from the business
community to both K-12 and higher education efforts to
improve science and technological literacy;
- public and private support for teacher professional
development.
To read the CED report, visit: www.ced.org.
"Bayer Facts of Science Education IX: Americans' Views
on the Role of Science and Technology in U.S. National
Defense," a Gallup poll commissioned by Bayer Corporation
as part of its "Making Science Make Sense" program, reports
that public awareness is very high across all demographic
groups about the need to improve pre-college math and
science education, and that the current national focus
on security issues highlights that need. Among the findings
- 90% of Americans believe that improving
pre-college math and science education is a national
priority that must be addressed.
- 86% favor more hands-on science learning.
- 96% feel that science and technology play an important
role in national security.
- 62% feel it is very important for companies
that employ science and technology workers to play
an active role in improving pre-college science education,
and an additional 32% agree that this is somewhat important.
To read the Gallup survey, visit: http://www.bayerus.com/msms
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NEW
WEB RESOURCE: SLOAN CAREER CORNERSTONE CENTER
- from
the Triangle Coalition Electronic Bulletin (TCEB), May 8,
2003
The Alfred P. Sloan Foundation has announced the launch
of the Sloan Career Cornerstone Center. The new website
is based on the award winning, "Sloan Career Cornerstone
Series" CD-Rom and videotape set, and provides career resources
for those pursuing careers in engineering, mathematics,
information technology, and the physical sciences. The goal
of the site is to help students make informed career decisions
based on the day-to-day experiences of those already working
in these fields. Over 400 in-depth interviews of professionals
are included on the site, many in video format. All are
available online or as PDF files which may be duplicated.
The individuals who are profiled offer candid insight into
all aspects of their career paths including education, preparation,
networking, salary, mentors, and job satisfaction. Tying
back to advice and feedback from individuals who are profiled,
the extensive site includes in-depth descriptions of career
fields, salary data, links to universities and employers,
preparation guidelines for K-12 students, and recommendations
for networking, mentoring, co-ops and internships, and job
hunting. The ten fields currently explored on the site include
career paths available to chemists, chemical engineers,
civil engineers, electrical engineers and computer scientists,
information technologists, geoscientists, materials science
and engineering professionals, mathematicians, mechanical
engineers, and physicists.
Already, thousands of university career centers are linking
to the site, using its resources for career counseling and
integrating site contents into classes, including "introduction
to engineering" courses. Many high schools are using the
site to help students consider early career paths. Because
almost everything on the site is downloadable in PDF format
and may be reproduced, it is ideal for those who wish to
print out career materials -- such as librarians, career
counselors, teachers, parents, or students.
To visit the site: http://www.careercornerstone.org
For more information about The Triangle Coalition for Science
and Technology Education: http://www.triangle-coalition.org
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U.S.
STATE AND NATIONAL K-12 EDUCATION POLICY EFFORTS ABOUND
Around
the U.S., ASME members and their counterparts in like-minded
groups have continued to be active, participating in special
events focused on K-12 STEM (Science, Technology, Engineering,
and Mathematics) education, urging funding of critical programs,
supporting academic content standards for technology education
in K-12, crafting legislation based on ASME's model bill,
and adding their voices to issues of importance to the statewide
science and technology community.
Most urgent this month are efforts to secure increased funding
(to $200 million) for the U.S. Department of Education's
Math and Science partnership program for FY 2004, and full
funding ($450 million) by FY 2007. ASME leads the K-12 STEM
Education Coalition and has been joined by dozens of other
organizations in this undertaking. Any interested citizens
can join the effort now, by contacting members of Congress
on the House and Senate Education Appropriations Committees
- details and deadlines are on the websites listed below.
ASME has also developed a "State Options Paper" outlining
different approaches state policymakers can take to implement
the variety of requirements and provisions of the "No Child
Left Behind Act of 2001". This paper has been distributed
widely to education legislators, technology educators, and
higher education leaders (including engineering deans and
department heads), all of whom can play leading roles in
developing the Math and Science Partnerships central to
the Act.
At the state level, some highlights of recent months:
- Legislation to develop academic standards for technology
education was adopted in New Jersey. In Ohio, ASME also
supported similar standards, based on those developed by
the ITEA (International Technology Education Association).
- State action programs or special events on K-12 STEM education
issues were held in Arkansas, California, and Washington
- Legislation based on the sample bill developed by ASME
and coalition members "died in committee" when the legislatures
of Arkansas and Mississippi adjourned before it could be
considered
For specifics of ASME activities and outreach, including
the recent Action Alert to members about FY 2004 funding,
visit: http://www.asme.org/gric/Policies&Issues/Education_Leg.html
For more information on national K-12 education policy issues,
on the Sample Bill, the State Options Paper, and on funding
from key NSF or Department of Education programs please
visit: http://www.engineeringpolicy.org/Education/K12Ed-MSP.html
For other questions on policy issues, contact Melissa Murray
at murraym@asme.org or Patti Burgio at burgiop@asme.org
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ASME
COUNCIL ON EDUCATION FOCUSES ON STRATEGIC ISSUES
The
ASME Council on Education (COEd) will have a new focus
on discussion of strategic issues when it meets June 17
as part of the ASME Summer Annual Meeting. At the Atlanta
meeting, discussion topics will include:
· Increasing the number of women in the engineering profession
· Expanding ASME's global dimensions, and the role of
the Council on Education in international engineering
education
· Enhancing technological/environmental scanning to help
ensure the currency and relevance to mechanical engineering
· Redefining the "body of knowledge" for mechanical engineering
education and the practice of mechanical engineers
· Studying the gaps between what students learn in engineering
school and what industry needs in their entry-level engineers.
The COEd, and its operating Boards on Pre-College Education,
Engineering Education, and Professional Development, has
changed its operating focus away from reporting of constituent
member activities to debate and discussion
of
strategic
issues. To give structural support to this change, recent
ASME bylaw modifications have allowed reduction of the
number of ABET-related representatives on the Council
from five to one, and increase of at-large members from
four to six. This provides greater opportunity to select
at-large members based on their knowledge and expertise
on contemporary strategic issues. The Council can also
invite to its meetings advisors/experts on issues of importance
to the Council.
Input to the discussion of any of the above issues is
welcome. Comments should be addressed to Angela Askin
at askina@asme.org
For a full agenda of the summer meeting, see: http://www.asme.org/education/minutes/SAM2003AGENDA.pdf
TEACHING
WORKSHOP SERIES TO EXPAND
The
United Engineering Foundation has awarded $150,000 to
ASME in collaboration with the American Society of Civil
Engineers, the American Institute of Chemical Engineers
and the Institute of Electrical and Electronic Engineers
to continue a series of very successful teaching excellence
workshops for engineering and engineering technology faculty.
Over the past two years, hundreds of faculty members have
participated in the Essential Teaching Seminars, a 3-day
immersion in effective teaching techniques produced collaboratively
by ASME, AIChE and IEEE, and also in the week-long summer
workshops, Excellence in Civil Engineering Education,
produced by ASCE. Both programs focus on basic teaching
skills, expert demonstrations and the critique of participant-delivered
lessons. In 2004, under the UEF grant, faculty from all
engineering and engineering technology disciplines will
have access to either the 3-day "tune-up" or weeklong
"overhaul" workshop.
For information on upcoming seminars and workshops, visit:
http://www.asme.org/education/prodev
Or contact Marian Heller at hellerme@asme.org
2004
ME EDUCATION CONFERENCE PROGRAM ANNOUNCED
Seeking to explore the present and future of the Mechanical
Engineering Education from many angles, ASME's 2004 Mechanical
Engineering Education Conference (March 5-9, Clearwater
Beach, Florida) will include plenary sessions on Life
Sciences and Engineering, Nanotechnology, International
Collaborations, and Visions of the Profession in 2020.
Six plenary sessions will cover:
- Life Sciences & Engineering (leader: John Linehan, Whitaker
Foundation)
- NAE Engineer 2020 Study (leader: Alice Aggogino, University
of California, Berkeley) - Federal Research Opportunities,
(leader Mike Reischman, NASA)
- Nanotechnologies (leader TBA)
- International Issues and Collaboration (leader John
Lloyd, Michigan State University)
- The Body of Knowledge of Contemporary Mechanical Engineering
(leader: Walter Laity, Pacific Northwest National Laboratory)
In addition, two pre-conference workshops will address
issues of direct concern to ME department heads:
- ABET Preparedness: The Department Head Perspective
- Department Leadership
The annual ASME Mechanical Engineering Education Conference
is a forum for helping academic departments become better
able to address research and curriculum issues arising
from (1) emerging technologies (such as micro/nanotechnology,
life science applications, advances in IT capabilities,
etc), (2) changing research priorities and opportunities,
(3) dominant themes in the evolution of the practice of
mechanical engineering and of the body of knowledge that
encompasses both entry-level and sustained competency,
and (4) global educational practices and approaches in
Mechanical Engineering.
Beyond that, it is an important source of professional
development and networking opportunities for department
leaders to share views and experience.
For more information visit the conference website at:
http://www.asme.org/education/enged/me2004/
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PROFESSIONAL PRACTICE LEARNING MODULES IN ONLINE BETA TESTING
With
the support of the ASME Foundation, the Board on Professional
Development has been developing the ASME Professional Practice
Curriculum (PPC). The purpose of the PPC is to help students
and early-career engineers expand their understanding of
the professional and business context of engineering practice.
The following modules are now on-line. We invite engineers,
faculty and students to provide review and critique:
(1) Project Management
(2) Product Planning
(3) Product Development
(4) Product Management
(5) Principles of Leadership
(6) Leadership Styles
(7) Engineering Public Policy
(8) Effective Technical Presentations
(9) Intellectual Property (Introduction)
(10) Introduction to an Engineering Career
During the Summer, testing will begin for an additional
four modules:
(11) Intellectual Property (Patent Protection)
(12) Professional Ethics
(13) Writing Winning Proposals
(14) Systems Engineering
To tour, review, and contribute feedback on the modules,
visit the visit the Professional Practice Curriculum website:
www.professionalpractice.asme.org
For additional information, contact Marian Heller at hellerme@asme.org
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THIS
IS A FREE NEWSLETTER - BUT YOU MUST SUBSCRIBE TO RECEIVE
IT!
ASME
Education and Training Update is a monthly e-mail newsletter
of the Education Directorate of ASME (the American Society
of Mechanical Engineers), which serves ASME's Boards on
Pre-College Education, Engineering Education, Professional
Development, and the ASME Continuing Education Institute.
If you are new to our distribution, you will be seeing
this newsletter for the first and only time as a sample
copy. FOR FUTURE ISSUES, CLICK HERE TO SUBSCRIBE: http://members.asme.org/myasme/login/cei_sub.cfm?id1=6077069
PAST ISSUES are available in the ASME Education & Training
Update archive on the web at: www.asme.org/education/newsletter
To contact the editor, or submit information for consideration
for future issues, please contact Edie Ervin, editor,
at ervine@asme.org
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