The U.S. Science and Technology Workforce

[Excerpt] In the 21st century, global competition and rapid advances in science and technology will challenge the scientific and technical proficiency of the U.S. workforce. Policymakers often discuss policy actions that could enhance the nation’s science and technology (S&T) workforce— deemed by some as essential to both meet U.S. workforce demands as well as to generate the new ideas that lead to improved and new industries that create jobs. The America COMPETES Act (P.L. 110-69) addresses concerns regarding the S&T workforce and STEM education, and the 111th Congress is debating funding for the programs authorized within it. Policymaker discussions tend to focus on three issues: demographic trends and the future S&T talent pool, the current S&T workforce and changing workforce needs, and the influence of foreign S&T students and workers on the U.S. S&T workforce. Many perspectives exist, however, on the supply and demand of scientists and engineers. Some question the fundamental premise that any action is necessary at all regarding U.S. competitiveness. They question whether or not the S&T workforce and STEM education are problems at all. The first issue of demographic trends and the future S&T talent pool revolves around whether the quality of science, technology, engineering and mathematics (STEM) education received by all Americans at the pre-college level is of sufficient quality that workers are available to satisfy current and future workforce needs. In response, some policymakers propose taking actions to increase the number of Americans interested in the S&T workforce. These policies are motivated by demographic trends that indicate the pool of future workers will be far more diverse than the current STEM workforce. Proposed policies would take actions to enhance the quality of STEM education these Americans receive so they are able to consider S&T careers, and to recruit them into the S&T workforce. The second issue regarding the current S&T workforce and changing workforce needs tend to focus on whether or not the number of Americans pursuing post-secondary STEM degrees is sufficient to meet future workforce needs compared to students in countries considered to be U.S. competitors. The goal of proposed policies responding to this concern to reinvigorate and retrain Americans currently trained in science and engineering who voluntarily or involuntarily are no longer part of the current STEM workforce. The third issue focuses on whether or not the presence of foreign S&T students and workers is necessary to meet the nation’s workforce needs and attract the best and brightest to bring their ideas to the United States, or if the presence of such individuals adversely affects the U.S. S&T students and workers. Policy discussions focus on immigration policy, primarily increasing the ability of foreign STEM students currently in U.S. universities to more easily obtain permanent admission, and increasing the number of temporary worker visas available so more talent from abroad can be recruited to the United States. The challenge facing policymakers when making decisions regarding the S&T workforce is that science, engineering, and economic conditions are constantly changing, both in terms of workforce needs as well as the skills the STEM workforce needs to be marketable relative to demand

U.S. ethnic scientists and entrepreneurs

Immigrants are exceptionally important for U.S. technology development, accounting for almost half of the country’s Ph.D. workforce in science and engineering. Most notably, the contribution of Chinese and Indian scientists and entrepreneurs in U.S. high-technology sectors increased dramatically in the 1990s. These ethnic scientific communities in the United States further help transfer new technologies back to their home countries.Immigrants ; Technological innovations

The STEM Workforce Challenge: The Role of the Public Workforce System in a National Solution for a Competitive Science, Technology, Engineering, and Mathematics (STEM) Workforce

[Excerpt] Science, Technology, Engineering, and Mathematics (STEM) fields have become increasingly central to U.S. economic competitiveness and growth. Long-term strategies to maintain and increase living standards and promote opportunity will require coordinated efforts among public, private, and not-for-profit entities to promote innovation and to prepare an adequate supply of qualified workers for employment in STEM fields. American pre-eminence in STEM will not be secured or extended without concerted effort and investment. Trends in K-12 and higher education science and math preparation, coupled with demographic and labor supply trends, point to a serious challenge: our nation needs to increase the supply and quality of “knowledge workers” whose specialized skills enable them to work productively within the STEM industries and occupations. It will not be sufficient to target baccalaureate and advanced degree holders in STEM fields. Our nation’s economic future depends upon improving the pipeline into the STEM fields for sub-baccalaureate students as well as BA and advanced degree holders, for youth moving toward employment and adults already in the workforce, for those already employed in STEM fields and those who would like to change careers to secure better employment and earnings. The seriousness of this challenge has penetrated public and opinion-makers’ consciousness—and government, industry, and education and training providers have begun to respond. NIH, NSF, and the Department of Education have been leading the federal effort. Industry associations, individual firms, foundations, and other organizations have identified and tried to fill gaps. State governments, too, are working to strengthen the STEM workforce pipeline. Much remains to be done, though, within government and across diverse sectors, to ensure that U.S. education, workforce, and economic systems rise to the STEM challenge. The U.S. Department of Labor is already an important partner in federal efforts to strengthen the science, technology, engineering and math (STEM) pipeline. The U.S. Department of Labor invests about $14 billion a year in the nation’s workforce system and in increasing the skills and education of our current workforce. In addition, the Department of Labor has begun investing regionally in ways that overcome typical fragmentation in planning and action among industry, government, non-governmental organizations, and education and training institutions. The Department of Labor has the potential to play an even more important role in addressing gaps in the nation’s approach to strengthening the STEM pipeline in three areas: 1) building the gateway to STEM careers; 2) enhancing the capacity of talent development institutions to produce more and better skilled STEM workers; and 3) catalyzing and supporting innovation, entrepreneurship, and economic growth. The leadership of the Employment and Training Administration is committed to—and stands ready to— contribute and collaborate to develop an overall national strategy around the STEM workforce pipeline and to improve coordination across federal agencies

Engaging Government-Industry-University Partnerships to Further Gender Equity in STEM Workforce Education Through Technology and Information System Learning Tools

This paper has two goals: First, to detail processes through which a project funded under a National Science Foundation workforce development program (Innovative Technology Experiences for Students and Teachers, ITEST) leveraged active partnerships among government agencies, industry firms, and universities to develop and study an innovative, out-of-school information system and technology workforce education program. The aim of the program was to improve equity of opportunity for high school girls. The program engaged young women from underrepresented subgroups in data science, analytics, information communication technology, and programming learning activities in an experiential, law enforcement computer forensics context. This description of the research team’s process is intended as inspiration and guidance to others considering developing similar programs targeting workforce development in science and technical fields through an equity lens. Second, this paper shares reflections from senior project personnel on lessons learned while working with cross-sector collaborations, including challenges encountered while implementing components of the program facilitated by the partnership model. The authors adopt a reflective practice orientation, considering implications regarding the most useful—and evolving—roles that cross-sector partnerships might play in developing programs to help students traditionally underrepresented in technical fields be more aware of, interested in, and prepared for careers in science, technology, engineering, and mathematics (STEM) disciplines. In so doing, the authors offer insights about how university partners might address potential tensions involved in such collaborations

The Effectiveness of Social Science Research in Addressing Societal Problems: Broadening Participation in Computing

One important rationale for federal funding of social science research is its role in addressing pressing social problems. In this article we examine the impact of the National Science Foundation’s (NSF) Information Technology Workforce Program (ITWF) on broadening participation Computing and Information Technology careers. Established in 2000 in response to the declining participation of women and minorities in Computer Science education and Information Technology Careers, the ITWF supported close to $30 million in research before it ended in 2004. We document the quantitative and qualitative effects of this research funding both to illustrate the complex ways in which R&D funding can advance scientific understanding and to identify the challenges that such problem-driven social science research may encounter. The problem of diversity in the IT Workforce has not been solved, but we conclude that the ITWF program nonetheless had important effects on understanding of this problem and efforts to address it

Using Arcane Data: Past Performance in NASA Sciences Principal Investigator (PI) Development Programs and Improving Future Peer Review for Space Flight Missions

This panel will explore challenges and initial findings from three qualitative studies that use the National Aeronautics and Space Administration's (NASA) Science Mission Directorate's(SMD) internal administrative data to begin to assess program effectiveness and document outputs and outcomes. SMD has funded both at and outside NASA, projects that promotethe development of SMD's future principal investigators (PI) workforce and science and technology investigations on space flight missions that advance the high priority science,technology, and exploration objectives. NASA's internal administrative data are arcane because they developed outside of relational databases. The studies reveal unique challenges to locating and using these data to document effective program processes, i.e.,peer review criteria for large flight missions, and results from the PI-development projects,e.g. the Hands-On Project Experience (HOPE) Training Opportunity solicitations limited to NASA Centers the Jet Propulsion Laboratory; and graduate student/postdoctoral opportunities at higher education institutions

Preparing the Future Workforce: Science, Technology, Engineering and Math (STEM) Policy in K12 Education in Wisconsin

Last December, the Science, Technology, Engineering, and Mathematics (STEM) Education Coalition - a national organization of more than 600 groups representing knowledge workers, educators, scientists, engineers, and technicians wrote to President-elect Obama urging him to "not lose sight of the critical role that STEM education plays in enabling the United States to remain the economic and technological leader of the 21st century global marketplace." While that imperative appears to have resonated in Washington, has it and should it resonate in Madison? This report attempts to answer that question by examining the extent to which STEM skills are a necessity for tomorrow's Wisconsin workforce, whether our schools are preparing students to be STEM-savvy workers, and where STEM falls in the state's list of educational priorities

Challenges Remain for Effective Growth of Nanotechnology Enabled Products

According to conclusions from the recent report by the President’s Council of Advisors on Science and Technology (PCAST) the $12B NNI investment in nanotechnology since 2001 has provided a “catalytic and substantial impact.” Yet, with this positive assessment, significant challenges remain in order to stimulate sustainable economic impact and growth through commercialization of nanotechnologies. These challenges include workforce training and education while further balancing key issues of societal impact and worker safety through regulatory oversight. Several issues have recently been cited by industry groups, government organizations, and the PCAST report regarding regulation, workforce training, and effective commercialization of nanoscience breakthroughs that suggest a critical balance must be struck during the second decade of the NNI in order to optimally reap the benefits of federal investments. Also: Understanding the Resistivity-Transparency Tradeoffs for Carbon Nanotube Electrodes on Flexible Substrates; NanoBusiness Alliance Interview with Ajay Malshe; and NIST Wins R&D100 Award for Through-focus Scanning Optical Microscopy

Professional Development for an Evolving Earth Science Workforce

The EarthCube community is faced with various challenges, opportunities, and choices for enabling Earth science. Technology is evolving rapidly and new tools and techniques are being created and enhanced to enable community members to do more individually and collaboratively. Workforce development opportunities can assist community members in their efforts to improve their capabilities and knowledge. A panel will describe workforce development opportunities that are available for the Earth science community and engage in a discussion with the audience on how the EarthCube community can improve by leveraging these opportunities

Dayton Workforce Partnerships Honors STEM Achievers

Four Cedarville University students have been awarded scholarships by Dayton Workforce Partnerships (DWP) for their high academic performance in pursuing valued science, technology, engineering and mathematics (STEM) degrees