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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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. "3 How Is America Doing Now in Science and Technology?." 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

TABLE 3-2 Change in Applications, Admissions, and Enrollment of International Graduate Students, 2003-2005

 

Total

Engineering

Life Sciences

Physical Sciences

Applications

–28% (–5%)

–36% (–7%)

–24% (–1%)

–26% (–3%)

Admissions

–18%

–24%

–19%

–17%

Enrollment

–6%

–8%

–10%

+6%

NOTES: There have been large declines in applications and admissions and a more moderate decrease in enrollment. The admissions data for the 2005 academic year are shown in parentheses.

SOURCES: H. Brown and M. Doulis. Findings from the 2005 CGS International Graduate Survey I. Washington, DC: Council of Graduate Schools, 2005; H. Brown. Council of Graduate Schools Finds Decline in New International Graduate Student Enrollment for the Third Consecutive Year. Washington, DC: Council of Graduate Schools, November 4, 2004.

States as the best place for science and engineering education, training, and technology-based employment (Table 3-2). If that perception shifts, and if international students find equally attractive educational and professional opportunities in other countries, including their own, the difficulty of visiting the United States could gain decisive importance.34

STRAINS ON RESEARCH IN THE PRIVATE SECTOR

A large fraction of all those with doctorates in science and engineering in the United States—more than half in some fields—find employment in industry (Figure 3-8). There they make major contributions to innovation and economic growth. US industry has traditionally excelled at innovation and at capitalizing on the results of research.35 For decades after World War II, corporate central research laboratories paid off in fledgling technologies that grew into products or techniques of profound consequence. Researchers at Bell Laboratories pursued lines of groundbreaking research that resulted in the transistor and the laser, which revolutionized the electronics industry and led to several Nobel prizes.36

34

Ibid., p. 79.

35

S. W. Popper and C. S. Wagner. New Foundations for Growth: The US Innovation System Today and Tomorrow. Arlington, VA: RAND, January 2002. The authors note the following advantages of industry: rapid responses, flexibility and adaptability, efficiency, fast entry and exit, smooth capital flows, and mobility.

36

US Congress House of Representatives Committee on Science. Unlocking Our Future: Toward a New National Science Policy (“the Ehlers Report”). Washington, DC: US Congress, 1998. P. 38. Available at: http://www.house.gov/science/science_policy_report.htm.

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83
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)