TY - GEN
T1 - ASME vision 2030
T2 - 41st Annual Frontiers in Education Conference: Celebrating 41 Years of Monumental Innovations from Around the World, FIE 2011
AU - Danielson, Scott
AU - Kirkpatrick, Allan
AU - Ervin, Edie
PY - 2011/12/1
Y1 - 2011/12/1
N2 - In July 2008, the ASME Center for Education formed an engineering education task force, subsequently entitled ASME Vision 2030. The committee was composed of representatives from industry and education, including both engineering and engineering technology educators. This paper provides a summary of the extensive survey effort undertaken by ASME to gather input from industry (both supervisors and early career engineers) and academia about the strengths and weaknesses of mechanical engineering graduates. The number of survey respondents totals almost 3000. This paper summarizes data highlights and relevant issues revealed by them. Of special interest to educators are the areas where the academic view is either contradictory to, or aligned with, the view of industry practitioners. In addition, the professional development needs of early career engineers provide insight into improvements needed in both current curricula and post graduate educational offerings. The salient points stemming from these data also apply to engineering disciplines beyond mechanical engineering.
AB - In July 2008, the ASME Center for Education formed an engineering education task force, subsequently entitled ASME Vision 2030. The committee was composed of representatives from industry and education, including both engineering and engineering technology educators. This paper provides a summary of the extensive survey effort undertaken by ASME to gather input from industry (both supervisors and early career engineers) and academia about the strengths and weaknesses of mechanical engineering graduates. The number of survey respondents totals almost 3000. This paper summarizes data highlights and relevant issues revealed by them. Of special interest to educators are the areas where the academic view is either contradictory to, or aligned with, the view of industry practitioners. In addition, the professional development needs of early career engineers provide insight into improvements needed in both current curricula and post graduate educational offerings. The salient points stemming from these data also apply to engineering disciplines beyond mechanical engineering.
KW - competency gaps
KW - engineering education
KW - mechanical engineering practice
KW - professional development
UR - http://www.scopus.com/inward/record.url?scp=84858229519&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84858229519&partnerID=8YFLogxK
U2 - 10.1109/FIE.2011.6143065
DO - 10.1109/FIE.2011.6143065
M3 - Conference contribution
AN - SCOPUS:84858229519
SN - 9781612844671
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 41st Annual Frontiers in Education Conference
Y2 - 12 October 2011 through 15 November 2011
ER -