Abstract
Impending global crises and US demographic changes require the United States to develop its intellectual capital fully, especially in science and engineering, in order to maintain its global leadership and economic strength. As US population demographic changes continue and make their way through our educational system, they will directly affect thinking and practices regarding science and engineering education in the United States, the future of science and engineering professions, and the need for diversity in the science and engineering workforce. It is essential to measure and understand the demographics of science and engineering students who will be available to the workforce in the near future, and their same-gender and same-race role models and mentors.
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