%0 Book %A National Research Council %T Standards for K-12 Engineering Education? %@ 978-0-309-16015-5 %D 2010 %U https://nap.nationalacademies.org/catalog/12990/standards-for-k-12-engineering-education %> https://nap.nationalacademies.org/catalog/12990/standards-for-k-12-engineering-education %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %K Education %P 160 %X The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education--science, technology, and mathematic--but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study. %0 Book %A National Academy of Engineering %T Changing the Conversation: Messages for Improving Public Understanding of Engineering %@ 978-0-309-11934-4 %D 2008 %U https://nap.nationalacademies.org/catalog/12187/changing-the-conversation-messages-for-improving-public-understanding-of-engineering %> https://nap.nationalacademies.org/catalog/12187/changing-the-conversation-messages-for-improving-public-understanding-of-engineering %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 164 %X Can the United States continue to lead the world in innovation? The answer may hinge in part on how well the public understands engineering, a key component of the 'innovation engine'. A related concern is how to encourage young people--particularly girls and under-represented minorities--to consider engineering as a career option. Changing the Conversation provides actionable strategies and market-tested messages for presenting a richer, more positive image of engineering. This book presents and discusses in detail market research about what the public finds most appealing about engineering--as well as what turns the public off. Changing the Conversation is a vital tool for improving the public image of engineering and outreach efforts related to engineering. It will be used by engineers in professional and academic settings including informal learning environments (such as museums and science centers), engineering schools, national engineering societies, technology-based corporations that support education and other outreach to schools and communities, and federal and state agencies and labs that do or promote engineering, technology, and science. %0 Book %A National Academy of Sciences %A National Academy of Engineering %A Institute of Medicine %T Enhancing the Postdoctoral Experience for Scientists and Engineers: A Guide for Postdoctoral Scholars, Advisers, Institutions, Funding Organizations, and Disciplinary Societies %@ 978-0-309-06996-0 %D 2000 %U https://nap.nationalacademies.org/catalog/9831/enhancing-the-postdoctoral-experience-for-scientists-and-engineers-a-guide %> https://nap.nationalacademies.org/catalog/9831/enhancing-the-postdoctoral-experience-for-scientists-and-engineers-a-guide %I The National Academies Press %C Washington, DC %G English %K Education %P 210 %X The concept of postdoctoral training came to science and engineering about a century ago. Since the 1960s, the performance of research in the United States has increasingly relied on these recent PhDs who work on a full-time, but on a temporary basis, to gain additional research experience in preparation for a professional research career. Such experiences are increasingly seen as central to careers in research, but for many, the postdoctoral experience falls short of expectations. Some postdocs indicate that they have not received the recognition, standing or compensation that is commensurate with their experience and skills. Is this the case? If so, how can the postdoctoral experience be enhanced for the over 40,000 individuals who hold these positions at university, government, and industry laboratories? This new book offers its assessment of the postdoctoral experience and provides principles, action points, and recommendations for enhancing that experience. %0 Book %A National Academy of Engineering %A National Research Council %E Pearson, Greg %E Young, A. Thomas %T Technically Speaking: Why All Americans Need to Know More About Technology %@ 978-0-309-08262-4 %D 2002 %U https://nap.nationalacademies.org/catalog/10250/technically-speaking-why-all-americans-need-to-know-more-about %> https://nap.nationalacademies.org/catalog/10250/technically-speaking-why-all-americans-need-to-know-more-about %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Engineering and Technology %P 170 %X Cell phones . . . airbags . . . genetically modified food . . . the Internet. These are all emblems of modern life. You might ask what we would do without them. But an even more interesting question might be what would we do if we had to actually explain how they worked? The United States is riding a whirlwind of technological change. To be sure, there have been periods, such as the late 1800s, when new inventions appeared in society at a comparable rate. But the pace of change today, and its social, economic, and other impacts, are as significant and far reaching as at any other time in history. And it seems that the faster we embrace new technologies, the less we’re able to understand them. What is the long-term effect of this galloping technological revolution? In today’s new world, it is nothing less than a matter of responsible citizenship to grasp the nature and implications of technology. Technically Speaking provides a blueprint for bringing us all up to speed on the role of technology in our society, including understanding such distinctions as technology versus science and technological literacy versus technical competence. It clearly and decisively explains what it means to be a technologically-literate citizen. The book goes on to explore the context of technological literacy—the social, historical, political, and educational environments. This readable overview highlights specific issues of concern: the state of technological studies in K-12 schools, the reach of the Internet into our homes and lives, and the crucial role of technology in today’s economy and workforce. Three case studies of current issues—car airbags, genetically modified foods, and the California energy crisis—illustrate why ordinary citizens need to understand technology to make responsible decisions. This fascinating book from the National Academy of Engineering is enjoyable to read and filled with contemporary examples. It will be important to anyone interested in understanding how the world around them works. %0 Book %A National Academy of Engineering %A National Academy of Engineering %T Memorial Tributes: Volume 6 %@ 978-0-309-04847-7 %D 1993 %U https://nap.nationalacademies.org/catalog/2231/memorial-tributes-volume-6 %> https://nap.nationalacademies.org/catalog/2231/memorial-tributes-volume-6 %I The National Academies Press %C Washington, DC %G English %K Biography and Autobiography %P 273 %X This series presents biographies of deceased members of the National Academy of Engineering. %0 Book %A National Research Council %T Improving Aircraft Safety %@ 978-0-309-03091-5 %D 1980 %U https://nap.nationalacademies.org/catalog/557/improving-aircraft-safety %> https://nap.nationalacademies.org/catalog/557/improving-aircraft-safety %I The National Academies Press %C Washington, DC %G English %K Space and Aeronautics %P 118 %0 Book %T Reinventing Schools: The Technology is Now! %D 1995 %U https://nap.nationalacademies.org/catalog/9485/reinventing-schools-the-technology-is-now %> https://nap.nationalacademies.org/catalog/9485/reinventing-schools-the-technology-is-now %I The National Academies Press %C Washington, DC %G English %K Education %P 29 %X Today's children have grown up immersed in a world of computers and other information technologies. They play video games; they listen to music on digital compact disks; they help their families program the computerized controls of videocassette players. With all of the exciting innovations in computer technology, children have the opportunity to gain a wealth of knowledge without ever leaving home. Schools by comparison can seem dull. Education reformers have been developing new approaches for improving the way in which children learn and interact in the classroom. They now must consider the "technology gap" that exists between the technologically rich experiences children have outside the classroom and the comparatively low-tech, in-school environment. The aim is not just to outfit more classrooms with computers. Schools should be changed so that they encompass and guide out-of-school activities that already embrace technology. Not only is this vision possible, it also is feasible, according to Reinventing Schools. This document, available only as an on-line publication, is based on a meeting at which hundreds of leaders -from government, education, and the entertainment and information technology industries-developed strategies for reinvigorating the K-12 educational process by integrating the school experience with the information technology that has captured children's imaginations. Funding for the project was provided by the National Science Foundation, National Aeronautics and Space Administration, Academy Industry Program of the National Research Council, Coca-Cola Endowment Fund of the National Research Council, and Kellogg Endowment Fund of the National Academy of Sciences and Institute of Medicine. This is a web-only publication available at: http://www.nap.edu/readingroom/books/techgap/welcome.html. %0 Book %A National Academy of Sciences %A National Academy of Engineering %A Institute of Medicine %E Augustine, Norman R. %T Is America Falling Off the Flat Earth? %@ 978-0-309-18538-7 %D 2007 %U https://nap.nationalacademies.org/catalog/12021/is-america-falling-off-the-flat-earth %> https://nap.nationalacademies.org/catalog/12021/is-america-falling-off-the-flat-earth %I The National Academies Press %C Washington, DC %G English %K Industry and Labor %K Computers and Information Technology %K Education %K Engineering and Technology %K Policy for Science and Technology %P 92 %X The aviation and telecommunication revolutions have conspired to make distance increasingly irrelevant. An important consequence of this is that US citizens, accustomed to competing with their neighbors for jobs, now must compete with candidates from all around the world. These candidates are numerous, highly motivated, increasingly well educated, and willing to work for a fraction of the compensation traditionally expected by US workers. If the United States is to offset the latter disadvantage and provide its citizens with the opportunity for high-quality jobs, it will require the nation to excel at innovation--that is, to be first to market new products and services based on new knowledge and the ability to apply that knowledge. This capacity to discover, create and market will continue to be heavily dependent on the nation's prowess in science and technology. Indicators of trends in these fields are, at best, highly disconcerting. While many factors warrant urgent attention, the two most critical are these: (1) America must repair its failing K-12 educational system, particularly in mathematics and science, in part by providing more teachers qualified to teach those subjects, and (2) the federal government must markedly increase its investment in basic research, that is, in the creation of new knowledge. Only by providing leading-edge human capital and knowledge capital can America continue to maintain a high standard of living--including providing national security--for its citizens. %0 Book %A National Academy of Engineering %A National Academy of Engineering %T Memorial Tributes: Volume 9 %@ 978-0-309-07411-7 %D 2001 %U https://nap.nationalacademies.org/catalog/10094/memorial-tributes-volume-9 %> https://nap.nationalacademies.org/catalog/10094/memorial-tributes-volume-9 %I The National Academies Press %C Washington, DC %G English %K Biography and Autobiography %P 326 %X This is the 9th Volume in the series Memorial Tributes compiled by the National Academy of Engineering as a personal remembrance of the lives and outstanding achievements of its members and foreign associates. These volumes are intended to stand as an enduring record of the many contributions of engineers and engineering to the benefit of humankind. In most cases, the authors of the tributes are contemporaries or colleagues who had personal knowledge of the interests and the engineering accomplishments of the deceased. Through its members and foreign associates, the Academy carries out the responsibilities for which it was established in 1964. Under the charter of the National Academy of Sciences, the National Academy of Engineering was formed as a parallel organization of outstanding engineers. Members are elected on the basis of significant contributions to engineering theory and practice and to the literature of engineering or on the basis of demonstrated unusual accomplishments in the pioneering of new and developing fields of technology. The National Academies share a responsibility to advise the federal government on matters of science and technology. The expertise and credibility that the National Academy of Engineering brings to that task stem directly from the abilities, interests, and achievements of our members and foreign associates, our colleagues and friends, whose special gifts we remember in this book. %0 Book %T Frontiers of Engineering: Reports on Leading-Edge Engineering from the 2009 Symposium %@ 978-0-309-14818-4 %D 2010 %U https://nap.nationalacademies.org/catalog/12821/frontiers-of-engineering-reports-on-leading-edge-engineering-from-the %> https://nap.nationalacademies.org/catalog/12821/frontiers-of-engineering-reports-on-leading-edge-engineering-from-the %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Engineering and Technology %P 176 %X In 1995, the National Academy of Engineering initiated the Frontiers of Engineering Program, which brings together about 100 young engineering leaders at annual symposia to learn about cutting-edge research and technical work in a variety of engineering fields. The 2009 U.S. Frontiers of Engineering Symposium was held at The National Academies' Arnold O. and Mabel Beckman Center on September 10-12. Speakers were asked to prepare extended summaries of their presentations, which are reprinted in this volume. The intent of this book is to convey the excitement of this unique meeting and to highlight cutting-edge developments in engineering research and technical work. %0 Book %A National Academy of Engineering %E Phimister, James R. %E Bier, Vicki M. %E Kunreuther, Howard C. %T Accident Precursor Analysis and Management: Reducing Technological Risk Through Diligence %@ 978-0-309-09216-6 %D 2004 %U https://nap.nationalacademies.org/catalog/11061/accident-precursor-analysis-and-management-reducing-technological-risk-through-diligence %> https://nap.nationalacademies.org/catalog/11061/accident-precursor-analysis-and-management-reducing-technological-risk-through-diligence %I The National Academies Press %C Washington, DC %G English %K Space and Aeronautics %K Environment and Environmental Studies %P 220 %X In the aftermath of catastrophes, it is common to find prior indicators, missed signals, and dismissed alerts that, had they been recognized and appropriately managed before the event, could have resulted in the undesired event being averted. These indicators are typically called "precursors." Accident Precursor Analysis and Management: Reducing Technological Risk Through Diligence documents various industrial and academic approaches to detecting, analyzing, and benefiting from accident precursors and examines public-sector and private-sector roles in the collection and use of precursor information. The book includes the analysis, findings and recommendations of the authoring NAE committee as well as eleven individually authored background papers on the opportunity of precursor analysis and management, risk assessment, risk management, and linking risk assessment and management. %0 Book %A National Academy of Engineering %T Forces Shaping the U.S. Academic Engineering Research Enterprise %@ 978-0-309-05284-9 %D 1995 %U https://nap.nationalacademies.org/catalog/4933/forces-shaping-the-us-academic-engineering-research-enterprise %> https://nap.nationalacademies.org/catalog/4933/forces-shaping-the-us-academic-engineering-research-enterprise %I The National Academies Press %C Washington, DC %G English %K Education %P 145 %X The way in which academic engineering research is financed and public expectations for the outcomes from such research are changing at an unprecedented rate. The decrease in support of defense-related research, coupled with the realization that many U.S. technological products are no longer competitive in the global market, has sent a shock wave through research universities that train engineers. This book argues for several concrete actions on the part of universities, government, and industry to ensure the flow and relevance of technical talent to meet national social and economic goals, to maintain a position of leadership in the global economy, and to preserve and enhance the nation's engineering knowledge base. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %T Health Risks of Indoor Exposure to Fine Particulate Matter and Practical Mitigation Solutions %@ 978-0-309-71275-0 %D 2024 %U https://nap.nationalacademies.org/catalog/27341/health-risks-of-indoor-exposure-to-fine-particulate-matter-and-practical-mitigation-solutions %> https://nap.nationalacademies.org/catalog/27341/health-risks-of-indoor-exposure-to-fine-particulate-matter-and-practical-mitigation-solutions %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %K Engineering and Technology %P 248 %X Schools, workplaces, businesses, and even homes are places where someone could be subjected to particulate matter (PM) – a mixture of solid particles and liquid droplets found in the air. PM is a ubiquitous pollutant comprising a complex and ever-changing combination of chemicals, dust, and biologic materials such as allergens. Of special concern is fine particulate matter (PM2.5), PM with a diameter of 2.5 microns (<0.0001 inch) or smaller. Fine PM is small enough to penetrate deep into the respiratory system, and the smallest fraction of it, ultrafine particles (UFPs), or particles with diameters less than 0.1 micron, can exert neurotoxic effects on the brain. Overwhelming evidence exists that exposure to PM2.5 of outdoor origin is associated with a range of adverse health effects, including cardiovascular, pulmonary, neurological and psychiatric, and endocrine disorders as well as poor birth outcomes, with the burden of these effects falling more heavily on underserved and marginalized communities. Health Risks of Indoor Exposure to Fine Particulate Matter and Practical Mitigation Solutions explores the state-of the-science on the health risks of exposure to fine particulate matter indoors along with engineering solutions and interventions to reduce risks of exposure to it, including practical mitigation strategies. This report offers recommendations to reduce population exposure to PM2.5, to reduce health impacts on susceptible populations including the elderly, young children, and those with pre-existing conditions, and to address important knowledge gaps. %0 Book %A Institute of Medicine %A National Academy of Sciences %A National Academy of Engineering %T Future National Research Policies Within the Industrialized Nations: Report of a Symposium %@ 978-0-309-04642-8 %D 1992 %U https://nap.nationalacademies.org/catalog/1975/future-national-research-policies-within-the-industrialized-nations-report-of %> https://nap.nationalacademies.org/catalog/1975/future-national-research-policies-within-the-industrialized-nations-report-of %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %P 116 %X This book is a summary and proceedings of a symposium sponsored by the Government-University-Industry Research Roundtable and the National Science Foundation. It includes presentations by senior government science policy officials and leading scientists who are directly involved in the research and higher education policy formulation processes in various countries. Included are their assessments of current challenges to their national research systems, descriptions of national strategies for meeting these challenges, and a discussion of options for national research systems in the twenty-first century. %0 Book %A National Academy of Engineering %A National Research Council %T People and Technology in the Workplace %@ 978-0-309-04583-4 %D 1991 %U https://nap.nationalacademies.org/catalog/1860/people-and-technology-in-the-workplace %> https://nap.nationalacademies.org/catalog/1860/people-and-technology-in-the-workplace %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %P 336 %X Quick introduction of new technology is essential to America's competitiveness. But the success of new systems depends on their acceptance by the people who will use them. This new volume presents practical information for managers trying to meld the best in human and technological resources. The volume identifies factors that are critical to successful technology introduction and examines why America lags behind many other countries in this effort. Case studies document successful transitions to new systems and procedures in manufacturing, medical technology, and office automation—ranging from the Boeing Company's program to involve employees in decision making and process design, to the introduction of alternative work schedules for Mayo Clinic nurses. This volume will be a practical resource for managers, researchers, faculty, and students in the fields of industry, engineering design, human resources, labor relations, sociology, and organizational behavior. %0 Book %A National Academy of Engineering %E Guile, Bruce R. %E Quinn, James Brian %T Managing Innovation: Cases from the Services Industries %@ 978-0-309-03891-1 %D 1988 %U https://nap.nationalacademies.org/catalog/765/managing-innovation-cases-from-the-services-industries %> https://nap.nationalacademies.org/catalog/765/managing-innovation-cases-from-the-services-industries %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %P 224 %X This book of case histories is devoted solely to service industries and the technologies that drive them, as told by those who have developed segments of these industries. The chapters cover innovations such as Federal Express's advanced system for package tracking, Citicorp's development of the Automated Teller Machine, AT&T's experience with mobile telephones, Bell & Howell's introduction of an automated automotive parts catalog, and the New York Stock Exchange's development of electronic trading. Some broader analyses discuss the interfaces between services technologies and manufacturing, operations research in services, and technology in professional services. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Cady, Elizabeth T. %E Alper, Joe %T Promising Practices and Innovative Programs in the Responsible Conduct of Research: Proceedings of a Workshop %@ 978-0-309-70517-2 %D 2023 %U https://nap.nationalacademies.org/catalog/27085/promising-practices-and-innovative-programs-in-the-responsible-conduct-of-research %> https://nap.nationalacademies.org/catalog/27085/promising-practices-and-innovative-programs-in-the-responsible-conduct-of-research %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %P 66 %X The responsible conduct of research (RCR) is foundational to good science and engineering. However, there are several serious detrimental effects of research not conducted ethically and responsibly. Thus, federal legislation mandates that all National Science Foundation (NSF) grant recipients provide adequate training for undergraduate students, graduate students, and postdoctoral researchers about the Responsible Conduct of Research, and the National Institutes of Health (NIH) further specifies that topics such as conflict of interest, mentor/mentee responsibilities and relationships, collaborative research, and safe laboratory practices should be included in all instruction in RCR. To identify and disseminate information about exemplary RCR education practices and programs, the National Academy of Engineering convened a virtual workshop series October 6, 7, 20, and 21, 2021. This workshop provided a forum for interdisciplinary discussions of effective strategies for building an RCR culture in institutions along with potential improvements and further research in the area. It also highlighted selected exemplar RCR programs for administrators and faculty who are charged with RCR education and compliance at the institutional level. This publication summarizes the presentation and discussion of the workshop. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Cady, Elizabeth T. %E Fletcher, Cameron H. %E Alper, Joe %T Sharing Exemplary Admissions Practices That Promote Diversity in Engineering: Proceedings of a Workshop %@ 978-0-309-71118-0 %D 2023 %U https://nap.nationalacademies.org/catalog/27278/sharing-exemplary-admissions-practices-that-promote-diversity-in-engineering-proceedings %> https://nap.nationalacademies.org/catalog/27278/sharing-exemplary-admissions-practices-that-promote-diversity-in-engineering-proceedings %I The National Academies Press %C Washington, DC %G English %K Education %P 80 %X The National Academy of Engineering convened a three-day workshop from May 24-26, 2021, which sought to define directions for future research on best practices, metrics, and policies that promote diversity in engineering and how they fit into the larger system of recruiting and retaining engineering students from all backgrounds. Workshop discussions examined the system of higher education admissions, transfer and 3+2 programs, research on admissions, and the advantages of and concerns with using artificial intelligence and data science tools in recruiting, admissions, and retention. This publication summarizes the presentations and discussions of the workshop. %0 Book %A National Academy of Engineering %T Infusing Real World Experiences into Engineering Education %@ 978-0-309-30722-2 %D 2012 %U https://nap.nationalacademies.org/catalog/18184/infusing-real-world-experiences-into-engineering-education %> https://nap.nationalacademies.org/catalog/18184/infusing-real-world-experiences-into-engineering-education %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %K Education %P 36 %X The aim of this report is to encourage enhanced richness and relevance of the undergraduate engineering education experience, and thus produce better-prepared and more globally competitive graduates, by providing practical guidance for incorporating real world experience in US engineering programs. The report, a collaborative effort of the National Academy of Engineering (NAE) and Advanced Micro Devices, Inc. (AMD), builds on two NAE reports on The Engineer of 2020 that cited the importance of grounding engineering education in real world experience. This project also aligns with other NAE efforts in engineering education, such as the Grand Challenges of Engineering, Changing the Conversation, and Frontiers of Engineering Education. This publication presents 29 programs that have successfully infused real world experiences into engineering or engineering technology undergraduate education. The Real World Engineering Education committee acknowledges the vision of AMD in supporting this project, which provides useful exemplars for institutions of higher education who seek model programs for infusing real world experiences in their programs. The NAE selection committee was impressed by the number of institutions committed to grounding their programs in real world experience and by the quality, creativity, and diversity of approaches reflected in the submissions. A call for nominations sent to engineering and engineering technology deans, chairs, and faculty yielded 95 high-quality submissions. Two conditions were required of the nominations: (1) an accredited 4-year undergraduate engineering or engineering technology program was the lead institutions, and (2) the nominated program started operation no later than the fall 2010 semester. Within these broad parameters, nominations ranged from those based on innovations within a single course to enhancements across an entire curriculum or institution. Infusing Real World Experiences into Engineering Education is intended to provide sufficient information to enable engineering and engineering technology faculty and administrators to assess and adapt effective, innovative models of programs to their own institution's objectives. Recognizing that change is rarely trivial, the project included a brief survey of selected engineering deans concern in the adoption of such programs. %0 Book %A National Academy of Engineering %T The Offshoring of Engineering: Facts, Unknowns, and Potential Implications %@ 978-0-309-11483-7 %D 2008 %U https://nap.nationalacademies.org/catalog/12067/the-offshoring-of-engineering-facts-unknowns-and-potential-implications %> https://nap.nationalacademies.org/catalog/12067/the-offshoring-of-engineering-facts-unknowns-and-potential-implications %I The National Academies Press %C Washington, DC %G English %K Industry and Labor %K Engineering and Technology %P 240 %X The engineering enterprise is a pillar of U.S. national and homeland security, economic vitality, and innovation. But many engineering tasks can now be performed anywhere in the world. The emergence of "offshoring"- the transfer of work from the United States to affiliated and unaffiliated entities abroad - has raised concerns about the impacts of globalization. The Offshoring of Engineering helps to answer many questions about the scope, composition, and motivation for offshoring and considers the implications for the future of U.S. engineering practice, labor markets, education, and research. This book examines trends and impacts from a broad perspective and in six specific industries - software, semiconductors, personal computer manufacturing, construction engineering and services, automobiles, and pharmaceuticals. The Offshoring of Engineering will be of great interest to engineers, engineering professors and deans, and policy makers, as well as people outside the engineering community who are concerned with sustaining and strengthening U.S. engineering capabilities in support of homeland security, economic vitality, and innovation. %0 Book %A National Academy of Engineering %E Abramson, H. Norman %E Encarnacao, Jose %E Reid, Proctor P. %E Schmoch, Ulrich %T Technology Transfer Systems in the United States and Germany: Lessons and Perspectives %@ 978-0-309-05530-7 %D 1997 %U https://nap.nationalacademies.org/catalog/5271/technology-transfer-systems-in-the-united-states-and-germany-lessons %> https://nap.nationalacademies.org/catalog/5271/technology-transfer-systems-in-the-united-states-and-germany-lessons %I The National Academies Press %C Washington, DC %G English %K Industry and Labor %P 448 %X This book explores major similarities and differences in the structure, conduct, and performance of the national technology transfer systems of Germany and the United States. It maps the technology transfer landscape in each country in detail, uses case studies to examine the dynamics of technology transfer in four major technology areas, and identifies areas and opportunities for further mutual learning between the two national systems. %0 Book %A National Academy of Engineering %T Memorial Tributes: Volume 19 %@ 978-0-309-37720-1 %D 2015 %U https://nap.nationalacademies.org/catalog/21785/memorial-tributes-volume-19 %> https://nap.nationalacademies.org/catalog/21785/memorial-tributes-volume-19 %I The National Academies Press %C Washington, DC %G English %K Biography and Autobiography %P 352 %X This is the 19th Volume in the series Memorial Tributes compiled by the National Academy of Engineering as a personal remembrance of the lives and outstanding achievements of its members and foreign associates. These volumes are intended to stand as an enduring record of the many contributions of engineers and engineering to the benefit of humankind. In most cases, the authors of the tributes are contemporaries or colleagues who had personal knowledge of the interests and the engineering accomplishments of the deceased. Through its members and foreign associates, the Academy carries out the responsibilities for which it was established in 1964. Under the charter of the National Academy of Sciences, the National Academy of Engineering was formed as a parallel organization of outstanding engineers. Members are elected on the basis of significant contributions to engineering theory and practice and to the literature of engineering or on the basis of demonstrated unusual accomplishments in the pioneering of new and developing fields of technology. The National Academies share a responsibility to advise the federal government on matters of science and technology. The expertise and credibility that the National Academy of Engineering brings to that task stem directly from the abilities, interests, and achievements of our members and foreign associates, our colleagues and friends, whose special gifts we remember in this book. %0 Book %A National Academy of Engineering %A National Academy of Engineering %T Memorial Tributes: Volume 13 %@ 978-0-309-14225-0 %D 2010 %U https://nap.nationalacademies.org/catalog/12734/memorial-tributes-volume-13 %> https://nap.nationalacademies.org/catalog/12734/memorial-tributes-volume-13 %I The National Academies Press %C Washington, DC %G English %K Biography and Autobiography %P 338 %X This is the thirteenth volume in the series of Memorial Tributes compiled by the National Academy of Engineering as a personal remembrance of the lives and outstanding achievements of its members and foreign associates. These volumes are intended to stand as an enduring record of the many contributions of engineers and engineering to the benefit of humankind. In most cases, the authors of the tributes are contemporaries or colleagues who had personal knowledge of the interests and the engineering accomplishments of the deceased. %0 Book %A National Academy of Engineering %T Memorial Tributes: Volume 22 %@ 978-0-309-49640-7 %D 2019 %U https://nap.nationalacademies.org/catalog/25543/memorial-tributes-volume-22 %> https://nap.nationalacademies.org/catalog/25543/memorial-tributes-volume-22 %I The National Academies Press %C Washington, DC %G English %K Biography and Autobiography %P 396 %X This is the 22nd Volume in the series Memorial Tributes compiled by the National Academy of Engineering as a personal remembrance of the lives and outstanding achievements of its members and foreign associates. These volumes are intended to stand as an enduring record of the many contributions of engineers and engineering to the benefit of humankind. In most cases, the authors of the tributes are contemporaries or colleagues who had personal knowledge of the interests and the engineering accomplishments of the deceased. Through its members and foreign associates, the Academy carries out the responsibilities for which it was established in 1964. Under the charter of the National Academy of Sciences, the National Academy of Engineering was formed as a parallel organization of outstanding engineers. Members are elected on the basis of significant contributions to engineering theory and practice and to the literature of engineering or on the basis of demonstrated unusual accomplishments in the pioneering of new and developing fields of technology. The National Academies share a responsibility to advise the federal government on matters of science and technology. The expertise and credibility that the National Academy of Engineering brings to that task stem directly from the abilities, interests, and achievements of our members and foreign associates, our colleagues and friends, whose special gifts we remember in this book. %0 Book %A National Academy of Sciences %A National Academy of Engineering %E Olson, Steve %E Labov, Jay %T Nurturing and Sustaining Effective Programs in Science Education for Grades K-8: Building a Village in California: Summary of a Convocation %@ 978-0-309-14366-0 %D 2009 %U https://nap.nationalacademies.org/catalog/12739/nurturing-and-sustaining-effective-programs-in-science-education-for-grades-k-8 %> https://nap.nationalacademies.org/catalog/12739/nurturing-and-sustaining-effective-programs-in-science-education-for-grades-k-8 %I The National Academies Press %C Washington, DC %G English %K Education %P 154 %X K-8 science education in California (as in many other parts of the country) is in a state of crisis. K-8 students in California spend too little time studying science, many of their teachers are not well prepared in the subject, and the support system for science instruction has deteriorated. A proliferation of overly detailed standards and poorly conceived assessments has trivialized science education. And all these problems are likely to intensify: an ongoing fiscal crisis in the state threatens further cutbacks, teacher and administrator layoffs, and less money for professional development. A convocation held on April 29-30, 2009, sought to confront the crisis in California science education, particularly at the kindergarten through eighth grade level. The convocation, summarized in this volume, brought together key stakeholders in the science education system to enable and facilitate an exploration of ways to more effectively, efficiently, and collectively support, sustain, and communicate across the state concerning promising research and practices in K-8 science education and how such programs can be nurtured by communities of stakeholders. %0 Book %T Approaches to Improve Engineering Design %D 2001 %U https://nap.nationalacademies.org/catalog/10502/approaches-to-improve-engineering-design %> https://nap.nationalacademies.org/catalog/10502/approaches-to-improve-engineering-design %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %P 65 %X Approaches to Improve Engineering Design examines the theories and techniques for decision making under conditions of risk, uncertainty, and conflicting human values. This report attempts not only to analyze existing tools but also to identify opportunities to establish a more rigorous fundamental basis for decision making in engineering design. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Moulding, Brett %E Songer, Nancy %E Brenner, Kerry %T Science and Engineering for Grades 6-12: Investigation and Design at the Center %@ 978-0-309-48260-8 %D 2019 %U https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design %> https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design %I The National Academies Press %C Washington, DC %G English %K Education %P 328 %X It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology. The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Olson, Steve %T Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation %@ 978-0-309-45620-3 %D 2017 %U https://nap.nationalacademies.org/catalog/24700/increasing-the-roles-and-significance-of-teachers-in-policymaking-for-k-12-engineering-education %> https://nap.nationalacademies.org/catalog/24700/increasing-the-roles-and-significance-of-teachers-in-policymaking-for-k-12-engineering-education %I The National Academies Press %C Washington, DC %G English %K Education %P 50 %X Engineering is a small but growing part of K–12 education. Curricula that use the principles and practices of engineering are providing opportunities for elementary, middle, and high school students to design solutions to problems of immediate practical and societal importance. Professional development programs are showing teachers how to use engineering to engage students, to improve their learning of science, technology, engineering, and mathematics (STEM), and to spark their interest in engineering careers. However, many of the policies and practices that shape K–12 engineering education have not been fully or, in some cases, even marginally informed by the knowledge of teacher leaders. To address the lack of teacher leadership in engineering education policymaking and how it might be mitigated as engineering education becomes more widespread in K–12 education in the United States, the National Academies of Sciences, Engineering, and Medicine held a convocation on September 30–October 1, 2016. Participants explored how strategic connections both within and outside classrooms and schools might catalyze new avenues of teacher preparation and professional development, integrated curriculum development, and more comprehensive assessment of knowledge, skills, and attitudes about engineering in the K–12 curriculum. This publication summarizes the presentations and discussions from the event. %0 Book %A Institute of Medicine %A National Academy of Sciences %A National Academy of Engineering %T Careers in Science and Engineering: A Student Planning Guide to Grad School and Beyond %@ 978-0-309-05393-8 %D 1996 %U https://nap.nationalacademies.org/catalog/5129/careers-in-science-and-engineering-a-student-planning-guide-to %> https://nap.nationalacademies.org/catalog/5129/careers-in-science-and-engineering-a-student-planning-guide-to %I The National Academies Press %C Washington, DC %G English %K Education %P 160 %X As science and technology advance, the needs of employers change, and these changes continually reshape the job market for scientists and engineers. Such shifts present challenges for students as they struggle to make well-informed education and career choices. Careers in Science and Engineering offers guidance to students on planning careers—particularly careers in nonacademic settings—and acquiring the education necessary to attain career goals. This booklet is designed for graduate science and engineering students currently in or soon to graduate from a university, as well as undergraduates in their third or fourth year of study who are deciding whether or not to pursue graduate education. The content has been reviewed by a number of student focus groups and an advisory committee that included students and representatives of several disciplinary societies. Careers in Science and Engineering offers advice on not only surviving but also enjoying a science- or engineering-related education and career—how to find out about possible careers to pursue, choose a graduate school, select a research project, work with advisers, balance breadth against specialization, obtain funding, evaluate postdoctoral appointments, build skills, and more. Throughout, Careers in Science and Engineering lists resources and suggests people to interview in order to gather the information and insights needed to make good education and career choices. The booklet also offers profiles of science and engineering professionals in a variety of careers. Careers in Science and Engineering will be important to undergraduate and graduate students who have decided to pursue a career in science and engineering or related areas. It will also be of interest to faculty, counselors, and education administrators. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %T Building Capacity for Teaching Engineering in K-12 Education %@ 978-0-309-49942-2 %D 2020 %U https://nap.nationalacademies.org/catalog/25612/building-capacity-for-teaching-engineering-in-k-12-education %> https://nap.nationalacademies.org/catalog/25612/building-capacity-for-teaching-engineering-in-k-12-education %I The National Academies Press %C Washington, DC %G English %K Education %P 260 %X Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States. %0 Book %A Institute of Medicine %A National Academy of Engineering %T Resources for Teaching Middle School Science %@ 978-0-309-05781-3 %D 1998 %U https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science %> https://nap.nationalacademies.org/catalog/5774/resources-for-teaching-middle-school-science %I The National Academies Press %C Washington, DC %G English %K Education %P 496 %X With age-appropriate, inquiry-centered curriculum materials and sound teaching practices, middle school science can capture the interest and energy of adolescent students and expand their understanding of the world around them. Resources for Teaching Middle School Science, developed by the National Science Resources Center (NSRC), is a valuable tool for identifying and selecting effective science curriculum materials that will engage students in grades 6 through 8. The volume describes more than 400 curriculum titles that are aligned with the National Science Education Standards. This completely new guide follows on the success of Resources for Teaching Elementary School Science, the first in the NSRC series of annotated guides to hands-on, inquiry-centered curriculum materials and other resources for science teachers. The curriculum materials in the new guide are grouped in five chapters by scientific area—Physical Science, Life Science, Environmental Science, Earth and Space Science, and Multidisciplinary and Applied Science. They are also grouped by type—core materials, supplementary units, and science activity books. Each annotation of curriculum material includes a recommended grade level, a description of the activities involved and of what students can be expected to learn, a list of accompanying materials, a reading level, and ordering information. The curriculum materials included in this book were selected by panels of teachers and scientists using evaluation criteria developed for the guide. The criteria reflect and incorporate goals and principles of the National Science Education Standards. The annotations designate the specific content standards on which these curriculum pieces focus. In addition to the curriculum chapters, the guide contains six chapters of diverse resources that are directly relevant to middle school science. Among these is a chapter on educational software and multimedia programs, chapters on books about science and teaching, directories and guides to science trade books, and periodicals for teachers and students. Another section features institutional resources. One chapter lists about 600 science centers, museums, and zoos where teachers can take middle school students for interactive science experiences. Another chapter describes nearly 140 professional associations and U.S. government agencies that offer resources and assistance. Authoritative, extensive, and thoroughly indexed—and the only guide of its kind—Resources for Teaching Middle School Science will be the most used book on the shelf for science teachers, school administrators, teacher trainers, science curriculum specialists, advocates of hands-on science teaching, and concerned parents. %0 Book %A National Academy of Engineering %A National Research Council %E Honey, Margaret %E Pearson, Greg %E Schweingruber, Heidi %T STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research %@ 978-0-309-29796-7 %D 2014 %U https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an %> https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 180 %X STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States. STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes. %0 Book %A National Academy of Engineering %A National Research Council %T Report of a Workshop on Science, Technology, Engineering, and Mathematics (STEM) Workforce Needs for the U.S. Department of Defense and the U.S. Defense Industrial Base %@ 978-0-309-25180-8 %D 2012 %U https://nap.nationalacademies.org/catalog/13318/report-of-a-workshop-on-science-technology-engineering-and-mathematics-stem-workforce-needs-for-the-us-department-of-defense-and-the-us-defense-industrial-base %> https://nap.nationalacademies.org/catalog/13318/report-of-a-workshop-on-science-technology-engineering-and-mathematics-stem-workforce-needs-for-the-us-department-of-defense-and-the-us-defense-industrial-base %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %K Industry and Labor %P 78 %X Report of a Workshop on Science, Technology, Engineering, and Mathematics (STEM) Workforce Needs for the U.S. Department of Defense and the U.S. Defense Industrial Base is the summary of a workshop held August 11, 2011, as part of an 18-month study of the issue. This book assesses the STEM capabilities that the Department of Defense (DOD) needs in order to meet its goals, objectives, and priorities; to assess whether the current DOD workforce and strategy will meet those needs; and to identify and evaluate options and recommend strategies that the department could use to help meet its future STEM needs. %0 Book %A National Research Council %A National Academy of Engineering %T Urbanization, Energy, and Air Pollution in China: The Challenges Ahead: Proceedings of a Symposium %@ 978-0-309-09323-1 %D 2004 %U https://nap.nationalacademies.org/catalog/11192/urbanization-energy-and-air-pollution-in-china-the-challenges-ahead %> https://nap.nationalacademies.org/catalog/11192/urbanization-energy-and-air-pollution-in-china-the-challenges-ahead %I The National Academies Press %C Washington, DC %G English %K Energy and Energy Conservation %K Environment and Environmental Studies %P 308 %X In October 2003, a group of experts met in Beijing under the auspices of the Chinese Academy of Sciences, Chinese Academy of Engineering, and National Academy of Engineering (NAE)/National Research Council (NRC) of the National Academies to continue a dialogue and eventually chart a rational course of energy use in China. This collection of papers is intended to introduce the reader to the complicated problems of urban air pollution and energy choices in China. %0 Book %A National Academy of Sciences %A National Academy of Engineering %A Institute of Medicine %T Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering %@ 978-0-309-10042-7 %D 2007 %U https://nap.nationalacademies.org/catalog/11741/beyond-bias-and-barriers-fulfilling-the-potential-of-women-in %> https://nap.nationalacademies.org/catalog/11741/beyond-bias-and-barriers-fulfilling-the-potential-of-women-in %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Policy for Science and Technology %K Education %P 346 %X The United States economy relies on the productivity, entrepreneurship, and creativity of its people. To maintain its scientific and engineering leadership amid increasing economic and educational globalization, the United States must aggressively pursue the innovative capacity of all its people&#8212women and men. However, women face barriers to success in every field of science and engineering; obstacles that deprive the country of an important source of talent. Without a transformation of academic institutions to tackle such barriers, the future vitality of the U.S. research base and economy are in jeopardy. Beyond Bias and Barriers explains that eliminating gender bias in academia requires immediate overarching reform, including decisive action by university administrators, professional societies, federal funding agencies and foundations, government agencies, and Congress. If implemented and coordinated across public, private, and government sectors, the recommended actions will help to improve workplace environments for all employees while strengthening the foundations of America&#39s competitiveness. %0 Book %A National Academy of Engineering %A National Research Council %E Mattis, Mary C. %E Sislin, John %T Enhancing the Community College Pathway to Engineering Careers %@ 978-0-309-09534-1 %D 2005 %U https://nap.nationalacademies.org/catalog/11438/enhancing-the-community-college-pathway-to-engineering-careers %> https://nap.nationalacademies.org/catalog/11438/enhancing-the-community-college-pathway-to-engineering-careers %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 118 %X Community colleges play an important role in starting students on the road to engineering careers, but students often face obstacles in transferring to four-year educational institutions to continue their education. Enhancing the Community College Pathway to Engineering Careers, a new book from the National Academy of Engineering and the National Research Council, discusses ways to improve the transfer experience for students at community colleges and offers strategies to enhance partnerships between those colleges and four-year engineering schools to help students transfer more smoothly. In particular, the book focuses on challenges and opportunities for improving transfer between community colleges and four-year educational institutions, recruitment and retention of students interested in engineering, the curricular content and quality of engineering programs, opportunities for community colleges to increase diversity in the engineering workforce, and a review of sources of information on community college and transfer students. It includes a number of current policies, practices, and programs involving community college–four-year institution partnerships. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Johnson, Anne Frances %T Materials Science and Engineering in a Post-Pandemic World: A DoD Perspective: Proceedings of a Workshop %@ 978-0-309-08313-3 %D 2022 %U https://nap.nationalacademies.org/catalog/26226/materials-science-and-engineering-in-a-post-pandemic-world-a-dod-perspective %> https://nap.nationalacademies.org/catalog/26226/materials-science-and-engineering-in-a-post-pandemic-world-a-dod-perspective %I The National Academies Press %C Washington, DC %G English %K Engineering and Technology %P 102 %X Advances in materials science and engineering play a crucial role in supporting the U.S. economy and national security. To maintain its leading edge in the field, the United States relies on a rich and diverse innovation ecosystem encompassing industry, academic institutions, and government laboratories. While this ecosystem has generated numerous gains for defense agencies, the technology sector, consumers, and the country as a whole over many decades, recent years have brought new challenges and a shifting global dynamic in the field. The United States, long a global magnet for science, technology, engineering, and mathematics education and expertise, has seen its competitive edge slip as other countries in Europe and Asia have increased their investments in cultivating science and engineering talent and innovation. In 2020, the emergence of the COVID-19 pandemic caused far-reaching disruptions for both education and supply chains across the world, compounding many of the dynamics that were already affecting materials science and engineering in the United States. To explore these issues, the Workshop on Materials Science and Engineering in a Post-Pandemic World was organized as part of a workshop series on Defense Materials Manufacturing and Its Infrastructure. Hosted by the National Academies of Sciences, Engineering, and Medicine, the virtual event brought together approximately 30 speakers and attendees representing materials science, engineering, and manufacturing experts from industry, academia, and government agencies. The 3-day workshop explored education and workforce trends across the nation and the globe, with particular focus on the U.S. Department of Defense and university-government collaborations. Participants discussed how the COVID-19 pandemic has affected science and engineering education, opportunities to reimagine traditional education for the field, and the imperative to develop a more diverse workforce. Several speakers presented their views on what the post-pandemic future may hold, and many offered perspectives on key concerns and priorities for the field moving forward. This publication summarizes the presentations and discussion of the workshop. %0 Book %A National Academy of Sciences %A National Academy of Engineering %A Institute of Medicine %T Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future %@ 978-0-309-18758-9 %D 2007 %U https://nap.nationalacademies.org/catalog/11463/rising-above-the-gathering-storm-energizing-and-employing-america-for %> https://nap.nationalacademies.org/catalog/11463/rising-above-the-gathering-storm-energizing-and-employing-america-for %I The National Academies Press %C Washington, DC %G English %K Industry and Labor %K Education %K Engineering and Technology %K Policy for Science and Technology %P 590 %X In a world where advanced knowledge is widespread and low-cost labor is readily available, U.S. advantages in the marketplace and in science and technology have begun to erode. A comprehensive and coordinated federal effort is urgently needed to bolster U.S. competitiveness and pre-eminence in these areas. This congressionally requested report by a pre-eminent committee makes four recommendations along with 20 implementation actions that federal policy-makers should take to create high-quality jobs and focus new science and technology efforts on meeting the nation's needs, especially in the area of clean, affordable energy: 1) Increase America's talent pool by vastly improving K-12 mathematics and science education; 2) Sustain and strengthen the nation's commitment to long-term basic research; 3) Develop, recruit, and retain top students, scientists, and engineers from both the U.S. and abroad; and 4) Ensure that the United States is the premier place in the world for innovation. Some actions will involve changing existing laws, while others will require financial support that would come from reallocating existing budgets or increasing them. Rising Above the Gathering Storm will be of great interest to federal and state government agencies, educators and schools, public decision makers, research sponsors, regulatory analysts, and scholars. %0 Book %A National Academy of Sciences %A National Academy of Engineering %A Institute of Medicine %E Sloan, Susan Sauer %E Alper, Joe %T Culture Matters: International Research Collaboration in a Changing World: Summary of a Workshop %@ 978-0-309-30895-3 %D 2014 %U https://nap.nationalacademies.org/catalog/18849/culture-matters-international-research-collaboration-in-a-changing-world-summary %> https://nap.nationalacademies.org/catalog/18849/culture-matters-international-research-collaboration-in-a-changing-world-summary %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %P 98 %X In an increasingly interconnected world, science and technology research often transects international boundaries and involves researchers from multiple nations. This paradigm provides both new opportunities and new challenges. As science and technology capabilities grow around the world, United States-based organizations are finding that international collaborations and partnerships provide unique opportunities to enhance research and training. At the same time, enhancing international collaboration requires recognition of differences in culture, legitimate national security needs, and critical needs in education and training. Culture Matters is the summary of a workshop convened by the Government-University-Industry Research Roundtable (GUIRR) in July 2013 to address how culture and cultural perception influence and impact the process by which research agreements are made and negotiated across international boundaries. In this workshop, "Culture Matters: An Approach to International Research Agreements", representatives from around the world and from GUIRR's three constituent sectors - government, university, and industry - gathered to provide input into four specific meeting tracks or domains. The tracks focused on research and agreements affecting or involving people/human subjects; environmental and natural resources; science, engineering, and manufacturing; and agriculture and animal issues. This report examines each of these domains and the role that culture and cultural expectations may have in the forging and implementation of international research agreements. %0 Book %A National Academy of Sciences %A National Academy of Engineering %A Institute of Medicine %T The Postdoctoral Experience Revisited %@ 978-0-309-31446-6 %D 2014 %U https://nap.nationalacademies.org/catalog/18982/the-postdoctoral-experience-revisited %> https://nap.nationalacademies.org/catalog/18982/the-postdoctoral-experience-revisited %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %P 122 %X The Postdoctoral Experience Revisited builds on the 2000 report Enhancing the Postdoctoral Experience for Scientists and Engineers. That ground-breaking report assessed the postdoctoral experience and provided principles, action points, and recommendations to enhance that experience. Since the publication of the 2000 report, the postdoctoral landscape has changed considerably. The percentage of PhDs who pursue postdoctoral training is growing steadily and spreading from the biomedical and physical sciences to engineering and the social sciences. The average length of time spent in postdoctoral positions seems to be increasing. The Postdoctoral Experience Revisited reexamines postdoctoral programs in the United States, focusing on how postdocs are being guided and managed, how institutional practices have changed, and what happens to postdocs after they complete their programs. This book explores important changes that have occurred in postdoctoral practices and the research ecosystem and assesses how well current practices meet the needs of these fledgling scientists and engineers and of the research enterprise. The Postdoctoral Experience Revisited takes a fresh look at current postdoctoral fellows - how many there are, where they are working, in what fields, and for how many years. This book makes recommendations to improve aspects of programs - postdoctoral period of service, title and role, career development, compensation and benefits, and mentoring. Current data on demographics, career aspirations, and career outcomes for postdocs are limited. This report makes the case for better data collection by research institution and data sharing. A larger goal of this study is not only to propose ways to make the postdoctoral system better for the postdoctoral researchers themselves but also to better understand the role that postdoctoral training plays in the research enterprise. It is also to ask whether there are alternative ways to satisfy some of the research and career development needs of postdoctoral researchers that are now being met with several years of advanced training. Postdoctoral researchers are the future of the research enterprise. The discussion and recommendations of The Postdoctoral Experience Revisited will stimulate action toward clarifying the role of postdoctoral researchers and improving their status and experience. %0 Book %A National Academy of Engineering %A National Research Council %E Olson, Steve %E Labov, Jay B. %T Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit %@ 978-0-309-25654-4 %D 2012 %U https://nap.nationalacademies.org/catalog/13399/community-colleges-in-the-evolving-stem-education-landscape-summary-of %> https://nap.nationalacademies.org/catalog/13399/community-colleges-in-the-evolving-stem-education-landscape-summary-of %I The National Academies Press %C Washington, DC %G English %K Education %P 156 %X The National Research Council (NRC) and National Academy of Engineering (NAE) have released a new report, Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit. Based on a national summit that was supported by the National Science Foundation and organized by the NRC and the NAE, the report highlights the importance of community colleges, especially in emerging areas of STEM (Sciene, Technology, Engineering, and Mathematics) and preparation of the STEM workforce. Community colleges are also essential in accommodating growing numbers of students and in retraining displaced workers in skills needed in the new economy. Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit looks at the changing and evolving relationships between community colleges and four-year institutions, with a focus on partnerships and articulation processes that can facilitate student success in STEM; expanding participation of students from historically underrepresented populations in undergraduate STEM education; and how subjects, such as mathematics, can serve as gateways or barriers to college completion. %0 Book %A National Academy of Sciences %A National Academy of Engineering %A Institute of Medicine %T Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads %@ 978-0-309-15968-5 %D 2011 %U https://nap.nationalacademies.org/catalog/12984/expanding-underrepresented-minority-participation-americas-science-and-technology-talent-at %> https://nap.nationalacademies.org/catalog/12984/expanding-underrepresented-minority-participation-americas-science-and-technology-talent-at %I The National Academies Press %C Washington, DC %G English %K Education %K Policy for Science and Technology %K Engineering and Technology %K Math, Chemistry, and Physics %K Industry and Labor %P 286 %X In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development. %0 Book %A National Academy of Engineering %A National Research Council %T Assuring the U.S. Department of Defense a Strong Science, Technology, Engineering, and Mathematics (STEM) Workforce %@ 978-0-309-26213-2 %D 2012 %U https://nap.nationalacademies.org/catalog/13467/assuring-the-us-department-of-defense-a-strong-science-technology-engineering-and-mathematics-stem-workforce %> https://nap.nationalacademies.org/catalog/13467/assuring-the-us-department-of-defense-a-strong-science-technology-engineering-and-mathematics-stem-workforce %I The National Academies Press %C Washington, DC %G English %K Education %K Industry and Labor %K Conflict and Security Issues %P 156 %X The ability of the nation's military to prevail during future conflicts, and to fulfill its humanitarian and other missions, depends on continued advances in the nation's technology base. A workforce with robust Science, Technology, Engineering and Mathematics (STEM) capabilities is critical to sustaining U.S. preeminence. Today, however, the STEM activities of the Department of Defense (DOD) are a small and diminishing part of the nation's overall science and engineering enterprise. Assuring the U.S. Department of Defense a Strong Science, Technology, Engineering, and Mathematics (STEM) Workforce presents five principal recommendations for attracting, retaining, and managing highly qualified STEM talent within the department based on an examination of the current STEM workforce of DOD and the defense industrial base. As outlined in the report, DOD should focus its investments to ensure that STEM competencies in all potentially critical, emerging topical areas are maintained at least at a basic level within the department and its industrial and university bases. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %E Malcom, Shirley %E Feder, Michael %T Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students' Diverse Pathways %@ 978-0-309-37357-9 %D 2016 %U https://nap.nationalacademies.org/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees %> https://nap.nationalacademies.org/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees %I The National Academies Press %C Washington, DC %G English %K Education %P 214 %X Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be "stemmed" and greater efficiencies realized? These questions and others are at the heart of this study. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majors—quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways. Because many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree. %0 Book %A National Academy of Sciences %A National Academy of Engineering %A Institute of Medicine %E Benderly, Beryl Lieff %T The Arc of the Academic Research Career: Issues and Implications for U.S. Science and Engineering Leadership: Summary of a Workshop %@ 978-0-309-29896-4 %D 2014 %U https://nap.nationalacademies.org/catalog/18627/the-arc-of-the-academic-research-career-issues-and-implications %> https://nap.nationalacademies.org/catalog/18627/the-arc-of-the-academic-research-career-issues-and-implications %I The National Academies Press %C Washington, DC %G English %K Policy for Science and Technology %P 78 %X America's research universities have undergone striking change in recent decades, as have many aspects of the society that surrounds them. This change has important implications for the heart of every university: the faculty. To sustain their high level of intellectual excellence and their success in preparing young people for the various roles they will play in society, universities need to be aware of how evolving conditions affect their ability to attract the most qualified people and to maximize their effectiveness as teachers and researchers. Gender roles, family life, the demographic makeup of the nation and the faculty, and the economic stability of higher education all have shifted dramatically over the past generation. In addition, strong current trends in technology, funding, and demographics suggest that change will continue and perhaps even accelerate in academe in the years to come. One central element of academic life has remained essentially unchanged for generations, however: the formal structure of the professorial career. Developed in the mid-nineteenth and early twentieth centuries to suit circumstances quite different from today's, and based on traditions going back even earlier, this customary career path is now a source of strain for both the individuals pursuing it and the institutions where they work. The Arc of the Academic Research Career is the summary of a workshop convened by The Committee on Science, Engineering, and Public Policy in September 2013 to examine major points of strain in academic research careers from the point of view of both the faculty members and the institutions. National experts from a variety of disciplines and institutions discussed practices and strategies already in use on various campuses and identified issues as yet not effectively addressed. This workshop summary addresses the challenges universities face, from nurturing the talent of future faculty members to managing their progress through all the stages of their careers to finding the best use of their skills as their work winds down. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %T Microbiomes of the Built Environment: A Research Agenda for Indoor Microbiology, Human Health, and Buildings %@ 978-0-309-44980-9 %D 2017 %U https://nap.nationalacademies.org/catalog/23647/microbiomes-of-the-built-environment-a-research-agenda-for-indoor %> https://nap.nationalacademies.org/catalog/23647/microbiomes-of-the-built-environment-a-research-agenda-for-indoor %I The National Academies Press %C Washington, DC %G English %K Biology and Life Sciences %K Engineering and Technology %P 317 %X People's desire to understand the environments in which they live is a natural one. People spend most of their time in spaces and structures designed, built, and managed by humans, and it is estimated that people in developed countries now spend 90 percent of their lives indoors. As people move from homes to workplaces, traveling in cars and on transit systems, microorganisms are continually with and around them. The human-associated microbes that are shed, along with the human behaviors that affect their transport and removal, make significant contributions to the diversity of the indoor microbiome. The characteristics of "healthy" indoor environments cannot yet be defined, nor do microbial, clinical, and building researchers yet understand how to modify features of indoor environments—such as building ventilation systems and the chemistry of building materials—in ways that would have predictable impacts on microbial communities to promote health and prevent disease. The factors that affect the environments within buildings, the ways in which building characteristics influence the composition and function of indoor microbial communities, and the ways in which these microbial communities relate to human health and well-being are extraordinarily complex and can be explored only as a dynamic, interconnected ecosystem by engaging the fields of microbial biology and ecology, chemistry, building science, and human physiology. This report reviews what is known about the intersection of these disciplines, and how new tools may facilitate advances in understanding the ecosystem of built environments, indoor microbiomes, and effects on human health and well-being. It offers a research agenda to generate the information needed so that stakeholders with an interest in understanding the impacts of built environments will be able to make more informed decisions. %0 Book %A National Academy of Engineering %A National Academies of Sciences, Engineering, and Medicine %T Building America's Skilled Technical Workforce %@ 978-0-309-44006-6 %D 2017 %U https://nap.nationalacademies.org/catalog/23472/building-americas-skilled-technical-workforce %> https://nap.nationalacademies.org/catalog/23472/building-americas-skilled-technical-workforce %I The National Academies Press %C Washington, DC %G English %K Industry and Labor %P 258 %X Skilled technical occupations—defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor’s degree for entry—are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. In response to the broader need for policy information and advice, Building America’s Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.