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This book urges the engineering profession to recognize what engineers can build for the future through a wide range of leadership roles in industry, government, and academia - not just through technical jobs. Engineering schools should attract the best and brightest students and be open to new teaching and training approaches. With the appropriate education and training, the engineer of the future will be called upon to become a leader not only in business but also in nonprofit and government sectors. The book finds that the next several decades will offer more opportunities for engineers, with exciting possibilities expected from nanotechnology, information technology, and bioengineering. Other engineering applications, such as transgenic food, technologies that affect personal privacy, and nuclear technologies, raise complex social and ethical challenges. Future engineers must be prepared to help the public consider and resolve these dilemmas along with challenges that will arise from new global competition.

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[This report] is the summary of a workshop held in September 2013 to take a fresh look at the impediments to greater diversification in engineering education. The workshop brought together educators in engineering from two- and four-year colleges and staff members from the three sponsoring organizations: the National Science Foundation, the National Academy of Engineering and the American Society for Engineering Education. While the goal of diversifying engineering education has long been recognized, studied, and subjected to attempted interventions, progress has been fitful and slow. This report discusses reasons why past recommendations to improve diversity had not been adopted in full or in part. [The report] identifies a series of key impediments, including a lack of incentives for faculty and institutions; inadequate or only short-term financial support; an unsupportive institutional and faculty culture and environment; a lack of institutional and constituent engagement; and inadequate assessments, metrics, and data tracking. The report also shares success stories about instances where barriers to diversity have been identified and surmounted, and the resources that could enable real solutions to implement steps toward progress.

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In order for the United States [US] 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. [The book] 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 US 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. [The book] 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 US and the growth in and global leadership of the economy. [The book] 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.

Published abstract from the National Academies Press website. Show less

This report presents five principal recommendations for attracting, retaining, and managing highly qualified science, technology, engineering, and mathematics (STEM) talent within the US Department of Defense (DOD) 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.

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This report on the science, technology, mathematics, and engineering (STEM) workforce of the US Department of Defense (DOD) and the US defense industrial base is part of an 18-month study to assess the STEM capabilities that the DOD will need in order to meet its goals, objectives, and priorities. The study also assesses whether the current DOD workforce and strategy will meet those needs, and identifies and evaluates options and recommends strategies that the department could use to help meet its future STEM needs. The study was undertaken by the National Academy of Engineering and the National Research Council. This report was issued for the purpose of assisting Assistant Secretary of Defense for Research and Engineering with its fiscal year 2012 planning process and with laying the groundwork for future years. Earlier in the project, the Committee on Science, Technology, Engineering, and Mathematics Workforce Needs for the US Department of Defense and the US Defense Industrial Base convened a workshop on August 1 and 2, 2011, in Rosslyn, Virginia. The workshop met for the purpose of gathering a broad range of views from the public sector and the private sector. This includes major defense contractors, and from nongovernmental organizations (NGOs), all of which are stakeholders in the future STEM workforce. At the conclusion of this study, a final report will be released.

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