Engineering A Better Workplace

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Engineering Justice

Shows how the engineering curriculum can be a site for rendering social justice visible in engineering, for exploring complex socio-technical interplays inherent in engineering practice, and for enhancing teaching and learning Using social justice as a catalyst for curricular transformation, Engineering Justice presents an examination of how politics, culture, and other social issues are inherent in the practice of engineering. It aims to align engineering curricula with socially just outcomes, increase enrollment among underrepresented groups, and lessen lingering gender, class, and ethnicity gaps by showing how the power of engineering knowledge can be explicitly harnessed to serve the underserved and address social inequalities. This book is meant to transform the way educators think about engineering curricula through creating or transforming existing courses to attract, retain, and motivate engineering students to become professionals who enact engineering for social justice. Engineering Justice offers thought-provoking chapters on: why social justice is inherent yet often invisible in engineering education and practice; engineering design for social justice; social justice in the engineering sciences; social justice in humanities and social science courses for engineers; and transforming engineering education and practice. In addition, this book: Provides a transformative framework for engineering educators in service learning, professional communication, humanitarian engineering, community service, social entrepreneurship, and social responsibility Includes strategies that engineers on the job can use to advocate for social justice issues and explain their importance to employers, clients, and supervisors Discusses diversity in engineering educational contexts and how it affects the way students learn and develop Engineering Justice is an important book for today’s professors, administrators, and curriculum specialists who seek to produce the best engineers of today and tomorrow.
Building a Better NASA Workforce

Author: National Research Council
language: en
Publisher: National Academies Press
Release Date: 2007-07-22
The Vision for Space Exploration (VSE) announced by President George W. Bush in 2004 sets NASA and the nation on a bold path to return to the Moon and one day put a human on Mars. The long-term endeavor represented by the VSE is, however, subject to the constraints imposed by annual funding. Given that the VSE may take tens of years to implement, a significant issue is whether NASA and the United States will have the workforce needed to achieve that vision. The issues range from short-term concerns about the current workforce's skills for overseeing the development of new spacecraft and launch vehicles for the VSE to long-term issues regarding the training, recruiting, and retaining of scientists and engineers in-house as well as in industry and academia. Asked to explore science and technology (S&T) workforce needs to achieve the nation's long-term space exploration, the Committee on Meeting the Workforce Needs for the National Vision for Space Exploration concluded that in the short term, NASA does not possess the requisite in-house personnel with the experience in human spaceflight systems development needed to implement the VSE. But the committee acknowledges that NASA is cognizant of this fact and has taken steps to correct it, primarily by seeking to recruit highly skilled personnel from outside NASA, including persons from industry and retirees. For the long term, NASA has to ask if it is attracting and developing the talent it will need to execute a mission to return to the Moon, and the agency must identify what it needs to do to attract and develop a world-class workforce to explore other worlds. A major challenge for NASA is reorienting its human spaceflight workforce from the operation of current vehicles to the development of new vehicles at least throughout the next decade, as well as starting operations with new rockets and new spacecraft. The committee emphasizes further that when evaluating its future workforce requirements, NASA has to consider not only programs for students, but also training opportunities for its current employees. NASA's training programs at the agency's various field centers, which are focused on NASA's civil service talent, require support to prevent the agency's internal skill base from withering. Furthermore, NASA faces the risk that, if it fails to nurture its own internal workforce, skilled personnel will be attracted to other government agencies and industry. Building a Better NASA Workforce: Meeting the Workforce Needs for the National Vision for Space Exploration explains the findings and recommendations of the committee.