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PAN-ORGANIZATIONAL
ON THE UeSe SCIENCE AND
ENGINEERING WORKFORCE
i
MEETING SUMMARY
Ma rye Anne Fox
Government-lnclustry-University Research Rouncltable
NATIONAL ACADEMY OF SCIENCES
NATIONAL ACADEMY OF ENGINEERING
INSTITUTE OF MEDICINE
OF THE NATIONAL ACADEMIES
THE NATIONAL ACADEMIES PRESS
Washington, DC
www.nap.edu
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THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001
This study was supported by Contract/Grant No. N00014-01-1-0903 between the
National Academy of Sciences and DOD, Contract/Grant No. NASW-99037,
TO109 between the National Academy of Sciences and NASA, Contract/Grant
No. DE-FG02-OOER30309/99-558-05 between the National Academy of Sciences
and DOE, Contract/Grant No. N01-oD-4-2139, TO29/00-150-02 between the Na-
tional Academy of Sciences and NIH, Contract/Grant No. 5B1341-02W-1510 be-
tween the National Academy of Sciences and NIST, and Contract/Grant No.2002-
38840-01973 between the National Academy of Sciences and USDA.
Any opinions, findings, conclusions, or recommendations expressed in this publi-
cation are those of the authoress and do not necessarily reflect the views of the
organizations or agencies that provided support for the project.
International Standard Book Number 0-309-08960-3 (Book)
International Standard Book Number 0-309-52530-6 (PDF)
Additional copies of this report are available from the National Academies Press,
500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 62-6242 or (202)
334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu
Copyright 2003 by the National Academy of Sciences. All rights reserved.
Printed in the United States of America
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THE NATIONAL ACADEMIES
Advisers to the Nation on Science, Engineering, and Medicine
The National Academy of Sciences is a private, nonprofit, self-perpetuating
society of distinguished scholars engaged in scientific and engineering research,
dedicated to the furtherance of science and technology and to their use for the
general welfare. Upon the authority of the charter granted to it by the Congress in
1863, the Academy has a mandate that requires it to advise the federal government
on scientific and technical matters. Dr. Bruce M. Alberts is president of the
National Academy of Sciences.
The National Academy of Engineering was established in 1964, under the charter
of the National Academy of Sciences, as a parallel organization of outstanding
engineers. It is autonomous in its administration and in the selection of its
members, sharing with the National Academy of Sciences the responsibility for
advising the federal government. The National Academy of Engineering also
sponsors engineering programs aimed at meeting national needs, encourages
education and research, and recognizes the superior achievements of engineers.
Dr. Wm. A. Wulf is president of the National Academy of Engineering.
The Institute of Medicine was established in 1970 by the National Academy of
Sciences to secure the services of eminent members of appropriate professions in
the examination of policy matters pertaining to the health of the public. The
Institute acts under the responsibility given to the National Academy of Sciences
by its congressional charter to be an adviser to the federal government and, upon
its own initiative, to identify issues of medical care, research, and education. Dr.
Harvey V. Fineberg is president of the Institute of Medicine.
The National Research Council was organized by the National Academy of
Sciences in 1916 to associate the broad community of science and technology with
the Academy's purposes of furthering knowledge and advising the federal
government. Functioning in accordance with general policies determined by the
Academy, the Council has become the principal operating agency of both the
National Academy of Sciences and the National Academy of Engineering in
providing services to the government, the public, and the scientific and
engineering communities. The Council is administered jointly by both Academies
and the Institute of Medicine. Dr. Bruce M. Alberts and Dr. Wm. A. Wulf are chair
and vice chair, respectively, of the National Research Council.
www. nationa l-academies.org
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—tic— ~v:r ~ we ~ now ~
Each of the 32 nonprofit organizations that contributed a presentation
to the Pan-Organizational Summit on the Science and Engineering
Workforce (November 11-12, 2002; The National Academies, Washing-
ton, DC) was invited to issue a corresponding position paper to be repro-
duced in this volume. The bulk of this document comprises these papers.
In addition, Shirley lackson and Joseph Toole, two of the keynote speak-
ers, have included their remarks.
The most remarkable aspect of the summit was the spontaneous self-
assembly of the contributing organizations into working groups. Groups
focused on gathering a critical mass with which to drive the issues voiced
at the meeting. This is both a credit to the passion of the community, and
recognition of the gravitas of the issues at hand.
PRESENTERS' SUGGESTIONS FOR POLICY ACTIONS
This paper documents areas in which multiple organizations' inter-
ests and directions coincide. Each topical area is listed with its most fre-
quently suggested policy solutions, followed by the names of the organi-
zations that support those solutions. Many of the suggestions are taken
directly from the position papers while others took shape from the dia-
logue that ensued at the summit itself.
The views expressed do not represent an official policy statement of the Gov-
ernment-University-Industry Research Roundlable nor of its sponsoring organi-
zations nor the National Academies. Findings from reports of the National
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Academies are not included here but may be found in a number of docu-
ments listed in Appendix D.
National Leadership: Develop a coordinated, multiorganizational,
multisectored effort to address why there is a lack of development of U.S.-
born S&E talent and ensure that effort has national leadership. Key focus
areas would include some or all of the issues below.
K-12 Teacher Training: Examine the reasons why domestic K-12 stu-
dents are turning away from science, technology, engineering, and math
(STEM)2 and use those findings to develop novel approaches to attract
students to STEM.3 As a part of that effort, support pre-service training
and in-service STEM teacher development to meet content knowledge
needs of teachers.4 Work with governmental science agencies and indus-
try to provide professional development opportunities for teachers
through summer fellowship programs5 and long-term support relation-
ships between federal agencies' (DOE, NASA, etc.) scientists, mathemati-
cians, and engineers, and pre-college math and science educators.6
Financial Aid: Target financial aid for those wishing to major in S&E.7
For financially disadvantaged S&E students, make financial aid readily
available in the form of grants or loan forgiveness, rather than loans.8 If a
comprehensive national plan cannot be developed readily, some first steps
might be taken e.g., develop a plan for all federal agencies and National
Laboratories to incorporate undergraduate and graduate loan forgiveness
as part of their postdoctoral appointments.9
Undergraduate Curriculum and Pedagogy Reforms: Continue the
efforts to transform the S&E undergraduate learning experience, expand-
ing and building on what has been learned over the past decade about
how to engage students with content/pedagogical approaches so that they
are motivated to pursue careers in STEM fields.~°
Effort/Reward Ratio: Address the poor effort/reward ratio of careers
in science and engineering, for both practitioners and K-12 teachers in
the U.S.~2 Key issues are time to degree,~3 time to start of career,~4 lack of
positions commensurate with training (for certain subfields),~5 impact of
the global S&E labor force on U.S. salaries (for practitioners, and lost
earnings relative to other career paths and professions.~7
Agility in S&E Education: Conceptualize and implement an infra-
structure of interconnecting career pathways and educational re-
sources that allows S&E students to readily migrate to and along the
S&E pipeline. As an example, more articulation agreements between
universities and community colleges would address the needs of those
who do not start their careers in four-year, baccalaureate-granting in-
stitutions.~9
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~ c
Agility in the S&E Workforce: To give S&E workers the exceptional
agility their careers demand, ensure that there is national support of life-
long learning.20 As a first and necessary step, retool H-1B visa fees to sup-
port the retraining of highly skilled S&E workers rather than only the
initial training of lower-skilled workers.
Minority/Women Participation: Increase participation by women and
minorities in S&E disciplines and careers.22 As a part of that effort, inves-
tigate cultural differeces (e.g., in Asian families) that seem to encourage
involvement in S&E.23*
A Systems Approach to Understanding the Problem: Develop a more
comprehensive national database,24 more extensive education research,25
and the beginnings of a workable system model26 of S&E education and
workforce pathways. These resources are necessary to understand the fac-
tors that lead to changes in both supply and demand of S&E workers; i.e.,
to guide intelligent policymaking.27
The National Academies has conducted numerous studies on the state
of the science and engineering workforce, and the educational pipeline
that supplies that workforce (see Appendix D). In contrast, this volume is
a snapshot in time of the deeply held policy opinions of various commu-
nity groups, professional societies, and other not-for-profit organizations
that work on the issue area of S&E education and workforce. We have
reproduced those opinions faithfully, so that policy leaders and the orga-
nizations themselves can use this volume to assess the boundaries of a
potential political consensus on this critical issue.
Marye Anne Fox, Chancellor
North Carolina State University
NOTES
iSupported by BEST, Business-Higher Education Forum, Commission on Professionals
in Science & Technology (CPST), GEM Consortium, Industrial Research Institute (IRI), In-
formation Technology Association of America (ITAA), National Society of Black Physicists,
RAND, SACNAS, Sigma Xi, and WEPAN
2Supported by ASEE, BEST, Business-Higher Education Forum, IRI, ITAA, RAND,
SACNAS, Sigma Xi, and WEPAN
3Supported by ASEE, BEST, Business-Higher Education Forum, GEM Consortium, IRI,
ITAA, RAND, SACNAS, Sigma Xi, and WEPAN
4Supported by BEST, Business-Higher Education Forum, IRI, ITAA, RAND, SACNAS,
Sigma Xi, and WEPAN
5Supported by BEST, Business-Higher Education Forum, IRI, ITAA, National Society
of Black Physicists, RAND, SACNAS, Sigma Xi, and WEPAN
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WEPAN
6Supported by BEST, Business-Higher Education Forum, CPST, IRI, ITAA, SACNAS,
RAND, Sigma Xi, and WEPAN
7Supported by BEST, ITAA, NACME, National Society of Black Physicists, RAND,
SACNAS, and Sigma Xi
Supported by BEST, ITAA, NACME, National Society of Black Physicists, RAND,
SACNAS, and Sigma Xi
9Supported by BEST, ITAA, NACME, GEM Consortium, National Society of Black
Physicists, RAND, SACNAS, and Sigma Xi22Supported by ASEE, BEST, Business-Higher
Education Forum, CPST, GEM Consortium, ITAA, NACME, National Society of Black Physi-
cists, RAND, SACNAS, Sigma Xi, and WEPAN
i°Supported by ASEE, BEST, Business-Higher Education Forum, ITAA, NACME,
Project Kaleidoscope, RAND, SACNAS, Sigma Xi, and WEPAN
iiSupported by BEST, Business-Higher Education Forum, ITAA, NACME, National
Society of Black Physicists, RAND, SACNAS, Sigma Xi, and WEPAN
i2Supported by BEST, ITAA, NACME, RAND, SACNAS, Sigma Xi, and WEPAN
i3Supported by BEST, GEM Consortium, ITAA, RAND, SACNAS, Sigma Xi, and
i4Supported by BEST, GEM Consortium, ITAA, RAND, SACNAS, Sigma Xi, and
WEPAN
i5Supported by BEST, GEM Consortium, ITAA, National Society of Black Physicists,
RAND, SACNAS, Sigma Xi, and WEPAN
i6Supported by BEST, GEM Consortium, ITAA, NACME, National Society of Black
Physicists, RAND, SACNAS, Sigma Xi, and WEPAN
i7Supported by BEST, ITAA, NACME, National Society of Black Physicists, RAND,
SACNAS, Sigma Xi, and WEPAN
i8Supported by BEST, Business-Higher Education Forum, ITAA, GEM Consortium,
NACME, National Society of Black Physicists, RAND, SACNAS, and Sigma Xi
i9Supported by BEST, Business-Higher Education Forum, ITAA, NACME, National
Society of Black Physicists, RAND, SACNAS, and Sigma Xi
20Supported by BEST, Business-Higher Education Forum, CPST, ITAA, National Soci-
ety of Black Physicists, RAND, and Sigma Xi
2iSupported by BEST, Business-Higher Education Forum, ITAA, National Society of
Black Physicists, RAND, and Sigma Xi
22Supported by ASEE, BEST, Business-Higher Education Forum, CPST, GEM Consor-
tium, ITAA, NACME, National Society of Black Physicists, RAND, SACNAS, Sigma Xi, and
WEPAN
23Supported by ASEE, BEST, Business-Higher Education Forum, ITAA, GEM Consor-
tium, RAND, SACNAS, Sigma Xi, and WEPAN
24Supported by BEST, Business-Higher Education Forum, CPST, GEM Consortium,
ITAA, NACME, RAND, SACNAS, Sigma Xi, and WEPAN
25Supported by BEST, Business-Higher Education Forum, ITAA, RAND, SACNAS,
Sigma Xi, and WEPAN
26Supported by BEST, Business-Higher Education Forum, CPST, ITAA, RAND,
SACNAS, Sigma Xi, and WEPAN
27Supported by BEST, Business-Higher Education Forum, CPST, GEM Consortium,
ITAA, NACME, RAND, SACNAS, Sigma Xi, and WEPAN
~Note: While addressed here as a separate concern, the issues concerning women and
underrepresented minorities should also be incorporated into the other groups to provide
adequate focus and ensure integration.
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Alfred P. Sloan Foundation
The U.S. Science and Engineering Workforce:
An Unconventional Portrait
1
Alliance for Science and Technology Research in America (ASTRA)
Position Paper on the U.S. Science and Engineering Workforce 8
American Association for the Advancement of Science (AAAS)
Position Paper on the U.S. Science and Engineering Workforce 18
American Institute of Chemical Engineers (AIChE)
Statement on Workforce Issues
American Institute of Physics (AIP)
The Physics-Educated Workforce
American Society for Biochemistry and Molecular Biology (ASBMB)
Foreign Scientists Seen Essential to U.S. Biotechnology
American Society of Civil Engineers (ASCE)
23
29
35
Academic Prerequisites for Licensure and Professional Practice 37
American Society for Engineering Education (ASEE)
Engineering Education and the Science ~ Engineering Workforce 40
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American Society of Mechanical Engineers International (ASME)
Strengthening Pre-College Science, Math, Engineering and Technology
Education: The Technological Literacy and Workforce Imperative 47
Building Engineering and Science Talent (BEST)
A National Strategy to Face Vulnerability in Science
Engineering and Technology
Business-Higher Education Forum (BHEF)
Position Paper on U.S. Science and Engineering Workforce
Coalition of the Concerned for the Vitality of the Science and
Engineering Workforce
Position Statement
Council on Competitiveness
Building a Pipeline for American Scientists and Engineers
Commission on Professionals in Science and Technology (CPST)
Position on the U.S. Science and Engineering Workforce
Educational Testing Service (ETS)
Increasing the Supply of Underrepresented Persons of Color in Science
and Engineering Occupations
52
58
68
71
79
84
Global Alliance
Position Paper on the U.S. Science and Engineering Workforce 91
Industrial Research Institute (IRI)
Initiative on Precollege Science, Math, and Technology
Education in Support of the U.S. Science and Engineering Workforce 97
Information Technology Association of America (ITAA)
Effects of the Current Economic Downturn on the U.S. Science and
Technology Workforce: Long-Term Implications
Institute of Electrical and Electronics Engineers (IEEE-USA)
Trying Times for U.S. Engineers
MentorNet
The Underrepresentation of Women in Engineering and Related
Science: Pursuing Two Complementary Paths to Parity
105
109
119
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National Action Council for Minorities in Engineering (NACME)
NACME, Engineering, and "Generation Next"
National Association of Manufacturers (NAM)
c
127
Skills for a 21st Century Workforce: Can We Meet the Challenge? 134
National Consortium for Graduate Degrees for Minorities in
Science and Engineering (GEM)
Transforming the Academic Workplace: Socializing Underrepresented
Minorities into Faculty Life
National Council of Teachers of Mathematics (NCTM)
Mathematics As a Foundation for a Productive Science and
Engineering Workforce
National Society of Black Physicists (NSBP)
Utilization of African-American Physicists in the Science and
Engineering Workforce
Partnership for Public Service (PPS)
Building a Federal Civil Servicefor the 21st Century: The Challenge
of Attracting Great Talent to Government Service
Project Kaleidoscope (PKAL)
138
145
149
156
Position Statement on the U.S. Science and Engineering Workforce 161
RAND
Is There a Shortage of Scientists and Engineers? How Would We Know? 167
Sigma Xi, the Scientific Research Society
Position of the Board of Directors on the U.S. Science and
Engineering Workforce
180
Society for Advancement of Chicanos & Native Americans in Science
(SACNAS)
U.S. Science and Engineering Workforce: Equity and Participation 188
Women in Engineering Programs and Advocates Network
(WEPAN )
WEPAN Position Statement
Concluding Remarks
Marye Anne Fox
195
201
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Appendix A Keynote Speaker Addresses
Shirley Ann Jackson, Rensselaer Polytechnic Institute
Joseph Toole, Department of Transportation
Appendix B Nonprofit Organizations Participating in
the Pan-Organizational Summit on the U.S. Science and
Engineering Workforce
Appendix C Summit Agenda
Appendix D National Academies Publications on the
Science & Engineering Workforce (Bibliography)
203
218
220
224
