Federal involvement in stimulating economic growth through the development and application of technology policy is currently the subject of serious debate. A recession and the recognition that an internationally competitive economy is a prerequisite for the attainment of national goals have fostered a number of technology policy initiatives aimed at improving the economic competitiveness of American industry. This paper suggests that the successful implementation of U.S. technology policy will require the adoption of a knowledge diffusion model, the development of user oriented information products and services, and a more «activist» approach on the part of sci/tech librarians in the provision of scientific and technical information (STI)

Research on the information seeking of engineers over decades has found—despite the many changes in information technologies—on the whole, relatively stable behaviors. This ELIS Classic article from 1993 is written by several people who have been at the forefront of research in this area for some time

This paper examines the perceptions of mentors and student interns from NASA's Langley Aerospace Research Summer Scholars (LARSS) program in Hampton, Virginia. Data for the current study are from student interns and mentors participating in the 2010, 10-week summer internship. Students are chosen from around the country based upon their applications and mentoring opportunities to participate in a summer program focusing on a range of specialty areas including: aeronautics; earth science research; exploration and flight; systems and concepts; systems engineering; subsonic/transonic testing; supersonic/hypersonic testing; and structures testing. This study presents information on mentors perceptions of academic preparedness brought to the workplace by student interns; student interns perceptions of how the internship helped develop key skill areas; and self-reports from student interns and their mentors about their internship experience.

Selected papers from MODSIM World 2011 Conference & Expo are contained in this NASA Conference Publication (CP). MODSIM World 2011 was held in Virginia Beach, Virginia, October 11-14, 2011. The theme of the 2011 conference & expo was Overcoming Critical Global Challenges with Modeling & Simulation. The conference program consisted of five technical tracks - Defense, Homeland Security & First Responders; Education; Health & Medicine; The Human Dimension; and Serious Games & Virtual Worlds.

MODSIM World 2010 was held in Hampton, Virginia, October 13-15, 2010. The theme of the 2010 conference & expo was 21st Century Decision-Making: The Art of Modeling& Simulation. The conference program consisted of seven technical tracks - Defense, Engineering and Science, Health & Medicine, Homeland Security & First Responders, The Human Dimension, K-20 STEM Education, and Serious Games & Virtual Worlds. Selected papers and presentations from MODSIM World 2010 Conference & Expo are contained in this NASA Conference Publication (CP). Section 8.0 of this CP contains papers from MODSIM World 2009 Conference & Expo that were unavailable at the time of publication of NASA/CP-2010-216205 Selected Papers Presented at MODSIM World 2009 Conference and Expo, March 2010.

Introduction This paper resulted from discussions between a technology teacher educator and a colleague who has served in various education outreach roles with NASA. The basis of the paper was developed by the NASA director and two engineers, one serving with NASA and the other with the National Institute of Aerospace. That colleague is also a professor of mechanical and aerospace engineering at a major research university. The technology teacher educator read the original paper as published in the NASA Technical Report Server (NTRS) ntrs.nasa.gov/search.jsp (as document 20080018711) and realized that, though it addressed an audience of engineers, its implications for technology educators were obvious. As evident in the paper, the engineering community seeks a means to reach into the K-12 curriculum at the same time that leaders in technology education are promoting design and engineering in our curricula nationwide Since we are both on the same page, it is important to cross-communicate—this revised version of the engineering paper with added implications for technology education provides support for current trends in our profession and shows how the linkages can best be implemented. Some disclaimers are needed before proceeding. The reader will note that the perspective in much of the following discussion is that of the engineer as he or she describes their own role and differentiates it from the role of a scientist. Further, it is the engineering community of the United States. Hence, there are quotations and excerpts that may be perceived by some readers as extremist, parochial, exclusionary–perhaps even rudely so. Additionally, of the four letters in the oft-used acronym STEM, we in Technology Education frequently decry that the T is under stressed in our education community while the " S " and the " M " are emphasized. However, in this paper the perspective of the engineer makes much mention of " S " , " T " , and " E " while rarely mentioning the " M. " ____________________

ABSTRACT An investigation of communication practices among U.S. (n s= 90) and Indian (n = 71) engineers and scientists employed in the aerospace industry revealed statistically significant differences between the two cultures. The differences may be attributed to Hofstede's (1980) cultural dimensions of individualism, uncertainty avoidance, and power distance; Hofstede and Bond's (1988) Confucian dynamism; and Hall's (1976) cultural context. Implications for practice address strategies to accommodate foreign cultures and to develop complementary approaches using the strengths of both cultures. Areas for future research are offered.

This NASA Conference Publication features select papers and PowerPoint presentations from the Education and Training Track of MODSIM World 2007 Conference and Expo. Invited speakers and panelists of national and international renown, representing academia, industry and government, discussed how modeling and simulation (MS curriculum development; professional development; tools/user applications; implementation/infrastructure/issues; and workforce development. There was a session devoted to student M&S competitions in Virginia too, as well as a poster session.

The competitive status of the United States is inextricably linked to innovation just as innovation is inseparable from science, technology, engineering, and mathematics. To stay competitive in innovation requires that the United States produce a 21st century workforce complete with requisite education, training, skills, and motivation. If we accept a priori that science, technology, engineering, and mathematics education and are crucial to competitiveness and innovation and that, in terms of innovation, mathematics, science, and engineering are interdependent, why are mathematics and science uniformly ubiquitous in the K-12 curriculum while engineering is conspicuously absent? We are passionate in our belief that the uniform addition of engineering to the K-12 curriculum will help ensure that the nation has "the right" 21st Century workforce. Furthermore, we believe that a nationwide effort, led by a coalition of engineering academics, practitioners, and societies is required to turn this goal into reality. However, accomplishing this goal necessitates, as we are reminded by the title of Jane Austen's timeless novel, Sense and Sensibility, a workable solution that seeks the "middle ground" between passion and reason. We begin our paper by making two essential points: Engineers are not scientists. Engineering exists separate from science, has its own specialized knowledge community apart from science, and it is largely responsible for many of the most significant advancements and improvements in the quality of our life. Our workable solution requires that K-12 education, nationwide, accommodate the inclusion of engineering as a stand alone curriculum and we offer three reasons to support our position: (1) workforce development, (2) stimulating interest in STEM (science, technology, engineering, and mathematics) courses and careers, and (3) creating a technologically literate society. We conclude with some thoughts on how this important goal can be accomplished.

We conducted a television station managers' telephone survey concerning NASA's Destination Tomorrow. On a 10-point scale, survey participants rated the overall technical quality of NASA's Destination Tomorrow highly (mean = 9.48), and the educational value of the series slightly more highly (mean = 9.56). Ninety one percent of the participants reported that the technical quality of NASA's Destination Tomorrow was higher compared to other educational programming that airs on their station. Most stations (81 percent) indicated that NASA's Destination Tomorrow was well received by their audiences, and 97 percent indicated that they had recommended or would recommend the series to a colleague. Lastly, using a 10-point scale, survey participants indicated that (1) the series successfully educates people about what NASA does (mean = 9.23), (2) the information contained in NASA's Destination Tomorrow is credible (mean = 9.53), and (3) the series is successful in educating the public about what NASA does (mean = 9.23).

A telephone survey of television station managers concerning 2 instructional television programs, the NASA SCI Files(TM) and NASA CONNECT(TM), offered by the NASA Langley Center for Distance Learning (CDL) was conducted. Using a 4-point scale, with 4 being very satisfied, survey participants reported that they were either very satisfied (77.1 percent) or satisfied (19.9 percent) with the overall (educational and technical) quality of the NASA SCI Files(TM). Using a 4-point scale, with 4 being very satisfied, survey participants reported that they were either very satisfied (77.9 percent) or satisfied (19.1 percent) with the overall (educational and technical) quality of NASA CONNECT(TM) .

NASA CONNECT is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 30-minute instructional distance learning (television and web-based) programs for students in grades 6 8. Respondents who evaluated the programs in the 2002 2003 NASA CONNECT series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

This report contains the results of the evaluation conducted for the 2001-2002 NASA 'Why?' Files program that was conducted in March 2002. The analysis is based on the results of 139 surveys collected from educators registered for the program. Respondents indicated that (1) the programs in the series are aligned with the national mathematics, science, and technology standards; (2) the programs are developmentally (grade level) appropriate; and (3) the programs enhance and enrich the teaching and learning of mathematics, science, and technology.