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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (2007)
Committee on Science, Engineering, and Public Policy (COSEPUP)

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. "7 What Actions Should America Take in Science and Engineering Higher Education to Remain Prosperous in the 21st Century?." Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007.

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Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future

BOX 7-2

National Defense Education Act

Adopted by Congress in response to the launch of Sputnik and the emerging threat to the United States posed by the Soviet Union in 1958, the original National Defense Education Act (NDEA) boosted education and training and was accompanied by simultaneous actions that created the National Aeronautics and Space Administration and the Advanced Research Project Agency (now the Defense Advanced Research Projects Agency) and substantially increased NSF funding. It was funded with federal funds of about $400-500 million (adjusted to US$ 2004 value). NDEA provided funding to enhance research facilities; fellowships to thousands of graduate students pursuing degrees in science, mathematics, engineering, and foreign languages; and low-interest loans for undergraduates in these fields.

By the 1970s the act had been largely superseded by other programs, but its legacy remains in the form of several federal student-loan programs.a The legislation ultimately benefited all higher education as the notion of defense was expanded to include most disciplines and fields of study.b

Today, however, there are concerns about the Department of Defense (DOD) workforce. This workforce has experienced a real attrition of more than 13,000 personnel over the last 10 years. At the same time, the DOD projects that its workforce demands will increase by more than 10% over the next 5 years (by 2010). Indeed, several major studies since 1999 argue that the number of US graduates in critical areas is not meeting national, homeland, and economic security needs.c Science, engineering, and language skills continue to have very high priority across governmental and industrial sectors.

Many positions in critical-skill areas require security clearances, meaning that only US citizens may apply. Over 95% of undergraduates are US citizens, but in many of the science and engineering fields fewer than 50% of those earning PhDs are US citizens. Retirements also loom on the horizon: over 60% of the federal science and engineering workforce is over 45 years old, and many of these people are employed by DOD. Department of Defense and other federal agencies face increased competition from domestic and global commercial interests for top-of-their-class, security-clearance-eligible scientists and engineers.

In response to those concerns, DOD has proposed in its budget submission a new NDEA. The new NDEA includes a number of new initiatives that some believe should be accomplished by 2008—the 50th anniversary of the original NDEA.d

  

aAssociation of American Universities. A National Defense Education and Innovation Initiative: Meeting America’s Economic and Security Challenges in the 21st Century. Washington DC: AAU, 2006. Available at: http://www.aau.edu.

  

bM. Parsons. “Higher Education Is Just Another Special Interest.” The Chronicle of Higher Education 51(22)(2005):B20. Available at: http://chronicle.com/prm/weekly/v51/i22/22b02001. htm.

  

cNational Security Workforce. Challenges and Solutions Web page. Available at: http://www.defenselink.mil/ddre/doc/NDEA_BRIEFING.pdf.

  

dSee http://www.defenselink.mil/ddre/nde2.htm and H.R. 1815, National Defense Authorization Act for Fiscal Year 2006, Sec. 1105. Science, Mathematics, and Research Transportation (SMART) Defense Education Program—National Defense Education Act (NDEA), Phase I.

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169
Front Matter (R1-R26)
Executive Summary (1-22)
1 A Disturbing Mosaic (23-40)
2 Why Are Science and Technology Critical to America's Prosperity in the 21st Century? (41-67)
3 How Is America Doing Now in Science and Technology? (68-106)
4 Method (107-111)
5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century? (112-135)
6 What Actions Should America Take in Science and Engineering Research to Remain Prosperous in the 21st Century? (136-161)
7 What Actions Should America Take in Science and Engineering Higher Education to Remain Prosperous in the 21st Century? (162-181)
8 What Actions Should America Take in Economic and Technology Policy to Remain Prosperous in the 21st Century? (182-203)
9 What Might Life in the United States Be Like if It Is Not Competitive in Science and Technology? (204-224)
Appendix A Committee and Professional Staff Biographic Information (225-240)
Appendix B Statement of Task and Congressional Correspondence (241-248)
Appendix C Focus-Group Sessions (249-300)
Appendix D Issue Briefs (301-302)
K–12 Science, Mathematics, and Technology Education (303-324)
Attracting the Most Able US Students to Science and Engineering (325-341)
Undergraduate, Graduate, and Postgraduate Education in Science, Engineering, and Mathematics (342-356)
Implications of Changes in the Financing of Public Higher Education (357-376)
International Students and Researchers in the United States (377-396)
Achieving Balance and Adequacy in Federal Science and Technology Funding (397-414)
The Productivity of Scientific and Technological Research (415-422)
Investing in High-Risk and Breakthrough Research (423-431)
Ensuring That the United States Is at the Forefront in Critical Fields of Science and Technology (432-443)
Understanding Trends in Science and Technology Critical to US Prosperity (444-454)
Ensuring That the United States Has the Best Environment for Innovation (455-472)
Scientific Communication and Security (473-482)
Science and Technology Issues in National and Homeland Security (483-500)
Appendix E Estimated Recommendation Cost Tables (501-512)
Appendix F K–12 Education Recommendations Supplementary Information (513-516)
Appendix G Bibliography (517-536)
Index (537-564)