IAB recommendations on preparing young engineers for industry

The April meeting of the ASME Industry Advisory Board focused on preparing young engineers for industry. Following the presentations, IAB members met in two breakout sessions.

One group discussed, "What does the mechanical engineer need to know to function in today's global market?" The second group discussed, "What is ASME's role in preparing young engineers for careers in industry?"

The following recommendations made to ASME resulted from these discussions.

Recommendation 1: Universities should focus on teaching engineering fundamentals. ASME should continue to work through its mechanical engineering department heads and ABET to redefine engineering fundamentals as appropriate.

ASME should consider establishing an industry fellow program that would sponsor engineers in industry to work for a period of time with engineering faculty at participating universities.

Recommendation 2: Employers and individual engineers have responsibility for ongoing training to develop and expand engineering skills. ASME should consider partnering with industry to develop and promote the new professional practice curriculum.

Specific topics that should be considered include the concept of operational latitude in engineering work, cultural sensitivities, basic business financial acumen, systems engineering, the impacts of public policy on engineering, and leadership roles in society.

Recommendation 3: Strengthening precollege science, math, engineering and technology education is essential for ensuring a strong pool of engineering students.

ASME should consider expanding its precollege initiatives to include software tools/games to attract interest in engineering. ASME should also consider collaborating with other organizations to identify "best practices" for effective K-12 SMET education. This might include a series of symposia in selected states.

Recommendation 4: Data suggests that retention of students in the engineering curriculum needs more attention, especially for women engineering students.

ASME should consider ways to encourage and empower its student sections to engage in mentoring and other initiatives to strengthen retention of students in mechanical engineering. Such activities have the potential of increasing the value of ASME to both students and faculty.

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