Working Groups are created by the Board of Directors at the request of three of more Member Societies
to address agreed activities/issues that align with the AAES vision and mission.
Diversity & Inclusion Committee
Purpose: The purpose of the AAES Diversity and Inclusion Committee is to:
- Create a general policy statement on Diversity and Inclusion for AAES, maintain relevancy of the policy and update as necessary to reflect contemporary view, activities and actions on diversity and inclusion
- Encourage Member Societies to either adopt the AAES policy and /or encourage that they develop one for their society
- Review the policy and charter annually
- Develop a catalog of promising practices and have it accessible through an on-line database
- Encourage Member Societies to identify their practices and upcoming activities related to Diversity and Inclusion and to share lessons learned from them with this Committee
- Prepare newsletter articles on the importance and benefits of Diversity and Inclusion
- Submit reports to the Board and General Assembly on the activities of the Committee that include the importance of Diversity and Inclusion
- Collaborate with other Committees that have related issues (e.g., K-12, Engineering Education, Lifelong Learning, etc.)
- Encourage Member Societies to participate in and support appropriate D&I initiatives
- Invite guest speakers on timely D&I issues
- Encourage Member Societies to promote diverse society members to serve in their leadership and on the AAES Board
AAES Diversity & Inclusion Policy Statement
November 2014 General Assembly Meeting: AAES conducted a session focused on diversity and inclusion in engineering
Archived Webinars: View past webinars on engineering workforce and diversity topics
Engineering Education Committee
Purpose: The committee will serve as a forum to discuss issues and opportunities related to the activities of the member societies to enhance the quality of undergraduate and graduate engineering programs in the United States. The committee shall seek better content and methodology for improving engineering education experience to prepare graduates for addressing the grand challenges of the 21st century. The committee will develop activities and programs to advance the quality of engineering education and to support related activities in the member societies. The committee shall also develop methods to broadly disseminate their results to all stakeholders. The committee shall engage accrediting bodies to identify and implement procedures that are effective in achieving high-quality educational programs.
Its activities may include but are not limited to:
- Opportunities afforded through joint programs
- Presenting information to the Congress of the United States, Federal agencies and governments as requested
- Participate in Engineering for the Americas' activities, UPADI, and WFEO
- Developing joint positions on topics to industry, government, universities, and the public
These discussions and activities could result in the formulation of positions/policies for consideration by AAES.
Engineers Forum on Sustainability Committee
Purpose: The purpose of the Forum, established in 1997, is to help promote the principles and practice of sustainable development by:
(1) providing a meeting place for interdisciplinary discussion and exchange of information;
(2) identifying and distributing information on engineering education programs that incorporate sustainable development;
(3) encouraging practicing engineers to apply sustainable development principles and participate in sustainable development programs and activities at local, regional, and national levels; and
(4) keeping abreast of international developments that can contribute to global sustainability.
AAES International Activities Committee — IntAC
Purpose: IntAC shall serve as the principle forum for the timely coordination and development of policies and programs affecting both the professional and technical practice of engineering in the international arena. Such policies may address the career concerns of engineers, the technology for developing nations, and the availability of world-wide technical information and engineering judgment on a wide range of issues. Activities will focus on initiatives associated with these issues as considered by global policy makers, coalitions, appropriate organizations and the world public at large.
Operations - IntAC shall:
a. Identify issues, programs, and policies to be addressed within its purpose.
b. Managing programs and activities that support the US engineering community; internationally, including all aspects of participation in international organizations of which AAES is a member;
c. In coordination with AAES member societies, secure funds for programs and activities.
d. Support IntAC-related initiatives by AAES member societies;
e. Form standing committees and ad-hoc task forces within IntAC as appropriate; and
f. Inform the AAES Board and Executive Committee of its activities through reports for Board and Executive Committee meetings.
Resources – see resources page
K-12 Committee (STEM)
Purpose :The AAES K-12 Committee was established to provide a forum for networking, information sharing and collaboration among AAES Member Societies with regard to K-12 educational outreach and STEM education issues.
K-12 Committee Meeting – May 4, 2015
The K-12 committee will meet in Washington, D.C. on May 4, 2015. Speakers include Greg Pearson, SeniorProgram Officer, K-12 Engineering Education and Public Understanding of Engineering, National Academy of Engineering, and invited representatives from the National Science Teachers Association and Achieve, Inc.
Professional Licensure Issue Committee
Purpose: The Professional Licensure Issue Committee will serve as a forum to discuss, as appropriate, issues related to licensureas a Professional Engineer. The committee will develop activities and programs to advance the understanding of the justifications for setting and enforcing engineering licensure requirements. It will also advance greater awareness of the individual benefits for engineers and students to strive to attain the professional engineering license, as well as the benefits for the public and the engineering profession resulting from wider adoption of the professional engineering standard. Its activities may include but are not limited to:
- Opportunities afforded through licensure as a Professional Engineer;
- Information on the ethical responsibility required of a Professional Engineer;
- The model requirements for licensure as a Professional Engineer;
- Trends and issues related to engineering education/continuing education requirements; and
- International licensure issues
These discussions and activities could result in the formulation of positions/policies for consideration by AAES. The objective of the issue committee will be to seek opportunities with AAES Member Societies to combine resources and work together to effectively support and advance licensure as a Professional Engineer.
Position Paper: What is the Difference Between Licensing and Certification for Engineering?
Position Statement on Licensure
April 2012 Convocation of the Professional Engineering Societies: AAES conducted a session focused on the regulation of Professional Engineers in the United States
Lifelong Learning Committee
Purpose: Per a challenge from the UIUC/NAE's report on lifelong learning, an engineering imperative, this committee was organized to:
- Emphasize the urgency of a need to change the culture of lifelong learning among engineers in the US: instigate and support efforts to develop new lifelong learning paradigms and possibilities
- Communicate value of lifelong learning: lead an effort to make a clear, concise, compelling case
- Develop cost-effective ways to disseminate programs: be thought leaders and advocates, form local partnerships with businesses and educators
- Develop means of evaluating programs: associations are well qualified to do this; therefore, develop criteria for measuring content and outcomes of existing programs.
The committee will serve as a forum to share best practices and data and discuss issues and opportunities related to the activities of the Member Societies to enhance the quality of lifelong programs in the United States. The group shall develop a framework of expected achievements at each career stage in lifelong learning. These discussions and activities could result in the formulation of positions/policies for consideration by the AAES Board for approval. The working group shall not issue any policy statement, or obligate AAES, without first submitting to the Executive Committee of AAES for approval. The group shall also develop methods to broadly disseminate their results to all stakeholders.
Its activities will include both technical and professional skills training and cover a broad range of offerings including:
- courses (in-person, webinars)
- podcasts/social media
- technical groups
Engineering Competency Model: AAES and the U.S. Department of Labor are leading the development of a competency model for the engineering profession. Developing a competency model has been identified as a key priority by AAES' Lifelong Learning Working Group (LLWG) to help many understand the knowledge and skills needed to thrive in the workplace. Learn more about the Lifelong Learning Working Group Engineering Competency model.
Educating Engineers to Meet the Grand Challenges: The Educating Engineers to Meet the Grand Challenges workshop was conducted at the National Academy of Engineering in Washington, D.C., with help from AAES' Lifelong Learning Working Group. The two-day forum, on April 30 and May 1, 2014, focused on how to best prepare future U.S. engineers to meet the National Academy of Engineering's Grand Challenges over the course of their careers. A MOU signed by 120 Deans of Engineering at campuses nationwide and a MOU supported by AAES and seven of our Member Societies evolved from this workshop. Learn more about the Educating Engineers to Meet the Grand Challenges initiative.