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Event Abstract Back to Event AAAS at the Forefront of Cultivating the Next Generation of STEM Professionals Iris Wagstaff1* 1 American Association For The Advancement of Science, United States It has been well documented that the U.S. is not producing enough STEM majors and professionals to fill the job demands of the current and future workforce (Carnevale, Smith & Melton, 2011; National Academies of Sciences, Engineering, & Medicine, 2007). This problem is heightened with respect to women and racial minorities who continue to be underrepresented (National Academies of Sciences, Engineering, & Medicine, 2011; National Science Foundation, 2017). To maintain competitiveness in a global economy, the U. S. must leverage ALL of its human capital. This requires creating educational and career pathways to develop the talent needed to advance areas of health, energy, and national security. To this end, the American Association for the Advancement of Science (AAAS) – the oldest and largest multi-discipline scientific association in the world - develops and supports STEM education initiatives through its Education and Human Resources Division (EHR). The three-pronged foci of the EHR division is scientific literacy, broadening participation in STEM, and developing the STEM workforce. This presentation will highlight some of these efforts that include: 1) the Emerging Researchers National (ERN) Conference in STEM for undergraduate and graduate STEM majors to present their research and participate in skills development, 2) Science NetLInks, which provides online K-12 lessons, tools, and resources for students, parents, and teachers, 3) Science in the Classroom – a collection of freely available annotated research papers from the Science family of journals, 4) GSK in the Summer – A hands-on science program for elementary school children offered in community-based organizations in the DC metro area and in 20 other cities across the U.S., and 5) the STEM Volunteers Program – an organization of STEM professionals who volunteer in K-12 classrooms in the Washington DC metro area. Outcomes and impact of the ERN Conference and support of chemistry students will be highlighted in detail. Acknowledgements I would like to acknowledge NSF for funding the Emerging Researchers National Conference in STEM - Grant No. 1645036, Shirley Malcom - Director of the Education and Human Resources (EHR) Unit of AAAS, and Yolanda George - Deputy Director of EHR. References Carnevale, A., Smith, N., & Melton, M. (2011). Georgetown University Center on Education and the Workforce. Science Technology Engineering Mathematics (STEM). Retrieved from https://1gyhoq479ufd3yna29x7ubjn-wpengine.netdna-ssl.com/wp-content/uploads/2014/11/stem-complete.pdf National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. 2007. Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press. https://doi.org/10.17226/11463. National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. 2011. Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. Washington, DC: The National Academies Press. https://doi.org/10.17226/12984. National Science Foundation, National Center for Science and Engineering Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17-310. Arlington, VA. Retrieved from www.nsf.gov/statistics/wmpd/. Keywords: stem, Education, NSF, ERN, Broadening participation in STEM, diversity Conference: National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) 45th Annual Conference , Orlando, Florida, United States, 17 Sep - 20 Sep, 2018. Presentation Type: Oral Presentation Topic: STEM Citation: Wagstaff I (2019). AAAS at the Forefront of Cultivating the Next Generation of STEM Professionals. Front. Chem. Conference Abstract: National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCChE) 45th Annual Conference . doi: 10.3389/conf.fchem.2018.01.00060 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 19 Oct 2018; Published Online: 17 Jan 2019. * Correspondence: Dr. Iris Wagstaff, American Association For The Advancement of Science, Washington D.C., United States, irisrwag@yahoo.com Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Iris Wagstaff Google Iris Wagstaff Google Scholar Iris Wagstaff PubMed Iris Wagstaff Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

Background: Unprecedented stressors have significantly impacted our nation. These occurrences compounded the prepandemic structural factors that disproportionately affect historically, economically, and socially marginalized communities of color and women as highlighted by the National Academies of Sciences, Engineering, and Medicine. In response, health care organizations and regulatory bodies have shifted from the quadruple aim to the quintuple aim to conceptualize health care improvement by adding to the prioritizing of the health workforce's well-being and advancing health equity (Nundy, Cooper, & Mate, 2022). The literature presents limited and conflicting information regarding workforce well-being based on demographic background. A 2021 report by the National Academies of Sciences, Engineering, and Medicine described the potential for race, ethnicity, gender identity, sexual orientation, age, and disability status to alter or amplify the career impacts of COVID-19 (National Academies of Sciences, Engineering, and Medicine, 2021). Methods: In 2020, the Association of American Medical Colleges (AAMC) convened a Women of Color and Intersectionality Initiative ("Initiative") to understand better and address factors contributing to the well-being challenges encountered in health systems by women of color (WOC). Results: Based on a rigorous review of existing data and national trends, the group concluded that WOC continue to exist and work at the margins and that the threat of "not belonging" is a key factor impacting their well-being. The authors, who are members of this AAMC WOC Intersectionality Initiative, identified key strategies in the domains of intersectionality and equity, work-life boundaries, gendered divisions of labor, and mental health and well-being for implementation and evaluation in future studies. Conclusion: Over the last 4 years, the health and scientific workforces have encountered staffing shortages, increased attrition rates, and an overall decline of wellness. Authors and thought leaders in this space have postulated the need to refine tools and methodologies to capture intersectional differences to inform strategy. This article presents recommendations from the Initiative that include solutions that prioritize intersectionality, which can be adopted by academic health systems to support the well-being of WOC.

Ideas and Opinions20 September 2016Hearing Health Care: Review of a Report From the National Academies of Sciences, Engineering, and MedicineDan G. Blazer, MD, MPH, PhDDan G. Blazer, MD, MPH, PhDFrom Duke University Medical Center, Durham, North Carolina.Author, Article, and Disclosure Informationhttps://doi.org/10.7326/M16-1209 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareFacebookTwitterLinkedInRedditEmail Hearing loss affects around 30 million persons in the United States (12.7% of those aged ≥12 years), and the frequency increases significantly with age (45.6% in persons aged 70 to 74 years and >80% in those aged ≥85 years) (1–3). This public health burden is especially important because, although interventions work for many people, the unmet need for hearing health care has been estimated at between 67% and 86% (4, 5). The National Academies of Sciences, Engineering, and Medicine (of which the former Institute of Medicine is now part) recently released a report, "Hearing Health Care for Adults: Priorities for ...

I’ve been teaching college-level physics to life-sciences majors for several years. I routinely experience some form of disrespect, hostility, and even aggression. Student harassment of professors is an increasingly common occurrence, yet universities, departments, and even other faculty members turn a blind eye to the problem. At least two studies have documented the issue.11. A. P. Brabec et al., Emporia State Res. Stud. 52, 1 (2019); A. May, K. E. Tenzek, Teach. Higher Educ. 23, 275 (2018). https://doi.org/10.1080/13562517.2017.1379482Most instances of harassment revolve around grades. The most common scenario is a student who pleads, insists, or demands that I change their grade or offer extra credit, or who blames me for ruining their future if I don’t give in to their demands. Second are students who insist that I excuse them from, permit a make-up of, or allow an extension on a quiz, exam, or assignment. I get dozens of these emails each week, with tones escalating to rudeness and threats of aggression. Clearly, accommodation should be made in some instances, but “It’s Mother’s Day” and “I have to babysit my mom’s dog” are not legitimate excuses.I have been cornered and intimidated by students in my office and verbally abused in my classroom and in the hallways. I’m concerned for my safety. I have had my office broken into and have had anonymous, menacing letters left in my mailbox. Such direct personal harassment is in addition to a barrage of constant vitriolic remarks online, where I’ve been called a “bitch,” a “slut,” and worse.I am not alone in being subjected to harassment by students. I know one professor who had tires slashed and another who had excrement mailed to their home. Harassment affects men and women, young and old, and it is underreported, particularly by untenured faculty and adjuncts. They—especially women and members of minority groups—worry that reporting harassment could jeopardize their careers. Although universities rightly have policies in place to protect students from professors, none protect professors from bullying by students.Even when the harassment doesn’t escalate to malicious behavior and threats of violence, students often seem to see me as the enemy, to be thwarted or denigrated at every turn. When they don’t get the grade they want, some will complain to the department chair and demand my removal. In recent years institutions of higher learning have set policies to protect students from harassment by professors. But few protections are in place when the roles are reversed. (Photo by iStock.com/KatarzynaBialasiewicz.) PPT|High-resolutionIn response to my pleas for help from the administration, I’ve been told that this is the culture now that Trump is our president. I’ve been turned away from the Title IX office and multiple other offices that theoretically should help with harassment cases. Some administrators have become defensive, as if they are expecting a legal battle. Once, when I asked for an escort from the campus patrol, I was turned away because, I was told, they “don’t have the resources.” Certainly, a student would have been able to get such an escort on request. Even colleagues and administrators who show concern often have little idea how or whether they should help.I think several factors are driving the recent level of harassment. First, many students have a consumer attitude in which they feel entitled to an education. They expect their professors to give them good grades because they or their parents paid a lot of money for tuition.Second, physics is a difficult subject that most life-sciences majors view as an irrelevant obstacle to their degree or entrance to medical school. As a result, many students approach the subject with anger and resentment. In my classes, students are challenged to focus on the process rather than getting the “right” answer. They must engage their brain, develop a genuine understanding of the topic, and learn concepts so that they can apply them effectively to different problems. Study skills such as rote memorization and passive learning may have brought success in other coursework, but they are much less effective in physics. Students need to understand that physics is hard and requires time, effort, and effective study strategies.Third, I maintain high grading standards despite the harassment. My role is to assign students relevant and challenging tasks, guide them in their learning of new knowledge and skills, evaluate their performance, and assign grades in a manner that reflects appropriate evaluation criteria. I have a responsibility to ensure that degrees handed out by my institution attest to substantive knowledge and expertise.I love teaching, and I’m pretty good at it. Many of my days are filled with positive experiences and feedback. But on those days when I am subjected to student hostility, I wonder why I’m doing what I’m doing and how much more I can endure. Certainly, bad teachers exist, but I’m not one of them. I believe those of us who feel most deeply the effects of harassment are the ones who care the most about teaching. I’m tired of trying so hard, in so many ways, and still losing the battle. The workload makes me miss my family. I want to spend time with them in the evenings, on weekends, and on holidays instead of grading papers or preparing lectures or worrying about student demands and complaints.At work, I am on guard. I’m afraid to talk privately with a student in my office with the door closed. I’m afraid that every word I say or write will be recorded and used against me. I feel demoralized, disheartened, and discouraged. I’ve experienced anxiety, depression, exhaustion, chronic stress, and stress-related illness. I know of faculty members who have resorted to alcohol and drugs because of student harassment. Some suffer from eating disorders. And I know of at least one who has attempted suicide.Students who harass college professors should suffer serious consequences. But there are none. Administrators, department heads, and colleagues provide very little support. That lack across academia results in a toxic culture that would be unacceptable in any other industry, as pointed out in the National Academies of Sciences, Engineering, and Medicine study on sexual harassment.22. National Academies of Sciences, Engineering, and Medicine, Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine, National Academies Press (2018). While academia prides itself on being at the forefront of intellectual advancement, it remains one of the most hostile and toxic work environments.The failure of academic institutions to address student harassment of professors has implications far beyond the learning environment. Our current policies shrug at unacceptable behavior. Because many of my students are in the pre-medicine track, the lack of consequences means that harassers will be treating patients. That can only lead to negative, even disastrous, outcomes.ReferencesSection:ChooseTop of pageReferences <<CITING ARTICLES1. A. P. Brabec et al., Emporia State Res. Stud. 52, 1 (2019); Google ScholarA. May, K. E. Tenzek, Teach. Higher Educ. 23, 275 (2018). https://doi.org/10.1080/13562517.2017.1379482, Google ScholarCrossref2. National Academies of Sciences, Engineering, and Medicine, Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine, National Academies Press (2018). Google Scholar© 2020 American Institute of Physics.

Web Exclusives20 September 2016Annals for Educators - 20 September 2016FREEDarren B. Taichman, MD, PhDDarren B. Taichman, MD, PhDSearch for more papers by this authorAuthor, Article, and Disclosure Informationhttps://doi.org/10.7326/AFED201609200 SectionsAboutVisual Abstract ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareFacebookTwitterLinkedInRedditEmail Clinical Practice PointsHearing Health Care: Review of a Report From the National Academies of Sciences, Engineering, and MedicineHearing loss affects about 30 million persons in the United States. The National Academies of Sciences, Engineering, and Medicine recently released a report on hearing health care for adults. This commentary summarizes findings and recommendations from that report that are particularly relevant for physicians.Use this paper to:Have some of your learners insert cotton balls into their external ear canals (not too far!), and bring in commercial hearing protectors for a few others to wear. Now, ask your learners to generate a differential diagnosis of hearing loss. Be sure to ask those with the cotton balls and hearing protectors questions. Ask them how this made them feel. Were they less sure of themselves when participating in a discussion? Were they frustrated? Were they embarrassed when you asked them questions? Can such an exercise be used to help improve our empathy and attention to such disabilities?Ask your learners to list the ways in which hearing loss may impair physical and mental health.Ask what evaluation is appropriate for patients with hearing loss. Use the information in In the Clinic: Hearing Loss to help review, including the already prepared teaching slides.How do your learners arrange for hearing aids when appropriate for their patients? What services/devices are available, and are they covered by insurance? Invite an expert from ENT and/or audiology to help review with your team what they need to know about arranging care for their patients.Teach at the bedside! There are likely patients on your service with varying degrees of hearing loss, albeit not likely the reason for hospital admission. Has anyone asked them about it? Ask patients during morning rounds about their hearing. Did your team learn anything they did not know? How might hearing impairment affect each patient's health care and quality of life?Binge-Eating Disorder in Adults. A Systematic Review and Meta-analysisThe best treatment options for binge-eating disorder are unclear. This systematic review summarizes trial evidence on the benefits and harms of various treatment options for binge-eating disorder, including cognitive behavioral therapy, lisdexamfetamine, and second-generation antidepressants.Use this paper to:Start a teaching session with a multiple-choice question. We've provided one below!Ask your learners to define binge eating, bulimia nervosa, and anorexia. What differentiates them? How are they related? The diagnostic criteria for binge-eating disorder are provided in the appendix of this paper.What are the potential medical complications of each of these eating disorders? What history and physical examination findings may suggest their presence?Use the information in DynaMed Plus: Anorexia nervosa and Bulimia nervosa or In the Clinic: Eating Disorders to help with teaching.Ask your learners how we can encourage healthy weight loss among our overweight and obese patients without reinforcing the feeling of guilt that might contribute to an eating disorder. Might our counseling have unintended consequences? Can we avoid them? Use the accompanying editorial to help frame your discussion.Surveying the Landscape of Ovarian Cancer Research and CareOn 2 March 2016, the National Academies of Science, Engineering, and Medicine released a congressionally mandated report on the state of research on ovarian cancer and its subtypes. This commentary summarizes selected findings and recommendations of key relevance to internists.Use this paper to:Ask your learners to list the possible presentations and physical findings in a patient with ovarian cancer.Should we screen for ovarian cancer? Why not? What are the potential benefits and harms? What characteristics must a potential screening test demonstrate to make it appropriate for use for disease screening? Review the recommendations from the U.S. Preventive Services Task ForceUse the information at DynaMed Plus: Ovarian Cancer and Ovarian Cancer Screening (a benefit of your ACP membership).Are there patients at sufficiently increased risk for ovarian cancer such that screening is appropriate? How should they be managed? Use this paper to help frame your discussion.ACP Journal ClubACP Journal Club - 20 September 2016Use this feature to help select papers from Annals of Internal Medicine and other journals that are useful in your learners' practices. ACP Journal Club provides concise synopses and expert commentaries on papers chosen by practicing clinicians for their relevance to clinical care. This month's ACP Journal Club discusses articles on secondary prevention of ischemic stroke or TIA, transcatheter aortic valve implantation, omega-3 highly unsaturated fatty acids for depression, and more.MKSAP 17 QuestionA 17-year-old teenager is evaluated during an office visit. She is brought in by her mother who is concerned about her focus on diet and weight. The patient states that she believes that she is obese and feels as though she needs to diet to achieve a more appropriate body weight. She also reports exercising on a daily basis to help her lose weight. Dietary history suggests that most of the time she consumes very little food, but at least twice per week she will eat large amounts of high-calorie desserts over the course of 1 to 2 hours. She describes feeling guilty after doing so and will make herself vomit. Medical history is otherwise unremarkable, although she indicates that her menstrual periods are highly irregular.On physical examination, vital signs are normal. BMI is 23. The parotid glands are enlarged, but the remainder of the examination is unremarkable.Which of the following is the most likely diagnosis?A. Anorexia, purging subtypeB. Anorexia, restricting subtypeC. Binge eating disorderD. Bulimia nervosaCorrect AnswerD. Bulimia nervosaEducational ObjectiveDiagnose bulimia nervosa.CritiqueThe most likely diagnosis is bulimia nervosa. It is important to differentiate between types of eating disorders as the treatment varies depending on the diagnosis. Bulimia nervosa is characterized by frequent episodes (≥1 per week) of binge eating followed by inappropriate compensatory behaviors (self-induced vomiting or misuse of laxatives, diuretics, and enemas) due to fear of weight gain. Physical examination may reveal erosion of dental enamel, parotid gland swelling, xerosis, and Russell sign (scarring or calluses on the dorsum of the hand if used to induce vomiting). This patient meets diagnostic criteria for bulimia nervosa because she has recurrent episodes of binge eating with recurrent purging to try to compensate for the intake of calories.Anorexia nervosa is characterized by persistent caloric intake restriction leading to significantly low body weight, a distorted body image, and an intense fear of gaining weight or becoming fat. Subtypes include restricting type (no binge eating or purging behaviors) and binge eating/purging type (purging with or without binging). The differentiating factor between bulimia nervosa and the purging subtype of anorexia nervosa is BMI. Because both purging and laxative abuse are ineffective in removing calories (although they may cause loss of water weight), patients with bulimia nervosa tend to be normal weight to slightly overweight, as seen in this patient. Conversely, the diagnostic criteria for anorexia require that the patient be underweight, generally with a BMI less than 18.5. Menstrual irregularities occur in both anorexia nervosa and bulimia nervosa and are present in approximately one half to one third of patients with bulimia. Although amenorrhea previously was a requirement for the diagnosis of anorexia nervosa, it has been removed from the diagnostic criteria in the DSM-5. Many experts consider anorexia nervosa and bulimia nervosa as a continuum, as one condition often develops from the other.Binge eating disorder is defined as episodes of eating significantly more food in a short period than most people at least once per week over 3 months, while feeling a lack of control, and is often accompanied by feelings of disgust or guilt afterward but without attempted compensatory behaviors for excessive caloric intake.Key PointBulimia nervosa is characterized by frequent episodes (≥1 per week) of binge eating followed by inappropriate compensatory behaviors (self-induced vomiting or misuse of laxatives, diuretics, and enemas) due to fear of weight gain.BibliographyAttia E. In the clinic: Eating disorders. Ann Intern Med. 2012;156(7):ITC4-1-16.Do you like reading Annals for Educators? Receive it direct to your inbox. Sign up for the Annals for Educators alert today. Comments0 CommentsSign In to Submit A Comment Author, Article, and Disclosure InformationAffiliations: From the Editors of Annals of Internal Medicine and Education Guest Editor, Gretchen Diemer, MD, FACP, Associate Dean of Graduate Medical Education and Affiliations, Thomas Jefferson University. PreviousarticleNextarticle Advertisement FiguresReferencesRelatedDetails Metrics 20 September 2016Volume 165, Issue 6Page: ED6KeywordsAnorexia nervosaBulimia nervosaEatingEating disordersEating habitsEmotionsHearingOvarian cancerOverweightWeight gain ePublished: 20 September 2016 Issue Published: 20 September 2016 Copyright & PermissionsCopyright © 2016 by American College of Physicians. All Rights Reserved.Loading ...

Conservative estimates by the World Health Organization suggest that at least a quarter of global cardiovascular diseases are attributable to environmental exposures. Associations between air pollution and cardiovascular risk have garnered the most headlines and are strong, but less attention has been paid to other omnipresent toxicants in our ecosystem. Perfluoroalkyl and polyfluoroalkyl substances (PFASs) are man-made chemicals that are extensively used in industrial and consumer products worldwide and in aqueous film-forming foam utilized in firefighting. As such, our exposure to PFAS is essentially ubiquitous. Given the long half-lives of these degradation-resistant chemicals, virtually, all people are carrying a body burden of PFAS. Health concerns related to PFAS are growing such that the National Academies of Sciences, Engineering and Medicine has recommended standards for clinical follow-up of individuals with high PFAS blood levels, including prioritizing screening for dyslipidemia. The link between PFAS and dyslipidemia has been extensively investigated, and evidence for associations is compelling. However, dyslipidemia is not the only cardiovascular risk factor with which PFAS is associated. Here, we review the epidemiological evidence for links between PFAS of concern identified by the National Academies of Sciences, Engineering and Medicine and risk factors for cardiovascular disease, including overweight/obesity, glucose intolerance, hypertension, dyslipidemia, and hyperuricemia. Moreover, we review the potential connections of PFAS with vascular disease and atherosclerosis. While observational data support associations between the National Academies of Sciences, Engineering and Medicine PFAS and selected cardiac risk factors, additional research is needed to establish causation and better understand how exposure to PFAS leads to the development of these conditions.

Coronavirus Disease 2019 and Vaccination of Children and Adolescents: Prospects and Challenges

The Need for a Broad-based Introduction to Radiation Science within U.S. Medical Schools' Educational Curriculum.

“Geriatricizing” drug development – A Young International Society of Geriatric Oncology letter to the editor

Key ideas from a workshop convened by the National Academies of Sciences, Engineering, and Medicine to discuss developments in IVG (National Academies of Sciences, Engineering, and Medicine 2023) chaired by Dr Eli Y. Adashi (former Dean of Medicine and Biological Sciences at Brown University). The authors are solely responsible for the content of this paper, which does not necessarily represent the views of the National Academies of Sciences, Engineering, and Medicine.

The National Academy of Engineering (NAE), one of the three academies operating under the National Academies of Sciences, Engineering, and Medicine, plays a pivotal role in advising the federal government on engineering and technology-related matters. Created under the same 1863 congressional charter that established the National Academy of Sciences (NAS), the NAE convenes experts from diverse backgrounds to provide consensus-driven guidance on pressing national issues. This paper presents an overview of the NAE's structure, membership, and study processes, highlighting its unique contributions. Most NAE members belong to one or more engineering professional societies (EPS); the relationship of NAE to these societies is reviewed. The purpose of this paper is to illuminate opportunities for collaborations between EPS and the NAE and demonstrate a high degree of existing collaboration between EPS members and the NAE. While election to the NAE is a significant honor for an engineer, the NAE exists primarily as a service organization, providing advice to the government and conducting scientific and practical studies. The process for election to the NAE is discussed. The study processes of National Academies of Sciences, Engineering, and Medicine (NASEM) are reviewed, with examples including impactful work in safety reform following the Deepwater Horizon disaster, guiding National Aeronautics and Space Administration (NASA)'s repair of the Hubble telescope, and the development of fuel economy standards. The NAE's commitment to a variety of memberships across academia, industry, government, and non-profits (GNP) organizations, as well as its emphasis on leadership, innovation, and societal impact, are discussed in detail. The paper discusses how engineers can contribute more actively to NAE's mission.