The U.S. Science and Engineering Workforce: Recent, Current, and Projected Employment, Wages, and Unemployment

[Excerpt] As Congress develops policies and programs and makes appropriations to help address the nation’s needs for scientists and engineers, it may wish to consider past, current, and projected S&E workforce trends. In this regard, this report provides employment, wage, and unemployment information for the computer occupations, mathematical occupations, engineers, life scientists, physical scientists, and S&E management occupations, in three sections: “Current Employment, Wages, and Unemployment” provides a statistical snapshot of the S&E workforce in 2011 (the latest year for which data are available) with respect to occupational employment, wage, and unemployment data. “Recent Trends in Employment, Wages, and Unemployment” provides a perspective on how S&E employment, wages, and unemployment have changed during the 2008-2011 period. “Employment Projections, 2010-2020” provides an analysis of the Bureau of Labor Statistics’ occupational projections examining how the number employed in S&E occupations are expected to change during the 2010-2020 period, as well as how many openings will be created by workers exiting each occupation (replacement needs). A final section, “Concluding Observations,” provides various stakeholder perspectives that Congress may wish to consider as it seeks to ensure that the United States has an adequate S&E workforce to meet the demands of the 21st century

The Obama Administration’s Proposal to Establish a National Network for Manufacturing Innovation

[Excerpt] In his FY2013 budget, President Obama proposed the creation of a National Network for Manufacturing Innovation (NNMI) to help accelerate innovation by investing in industrially relevant manufacturing technologies with broad applications, and to support manufacturing technology commercialization by bridging the gap between the laboratory and the market. The NNMI proposal calls for the establishment of up to 15 Institutes for Manufacturing Innovation (IMI) funded through a one-time infusion of $1 billion in mandatory funding to the Department of Commerce’s National Institute for Standards and Technology (NIST) and carried out over a period of 10 years. Each IMI would be comprised of stakeholders from industry (including large companies and small- and medium-sized manufacturing enterprises), academia, federal agencies, and state government entities. According to the proposal, each IMI is to be competitively selected, serve as a regional hub for manufacturing innovation (as well as part of the national network), and have a unique focus area (e.g., an advanced material, manufacturing process, enabling technology, or industry sector). The NNMI would be managed collaboratively by NIST, the Department of Defense, Department of Energy, National Science Foundation, and other agencies

Nanotechnology: A Policy Primer

[Excerpt] Nanoscale science, engineering, and technology—commonly referred to collectively as nanotechnology—is believed by many to offer extraordinary economic and societal benefits. Congress has demonstrated continuing support for nanotechnology and has directed its attention primarily to three topics that may affect the realization of this hoped for potential: federal research and development (R&D) in nanotechnology; U.S. competitiveness; and environmental, health, and safety (EHS) concerns. This report provides an overview of these topics—which are discussed in more detail in other CRS reports—and two others: nanomanufacturing and public understanding of and attitudes toward nanotechnology

A Case Study of Vocabulary Instruction for High School Students

A review of typical vocabulary instruction in a high school classroom. Several themes emerged from this case study, which highlight the related difficulties and challenges that accompany a popular approach to vocabulary instruction

Land Grant Application- Sargent, John (Frankfort)

Land grant application submitted to the Maine Land Office on behalf of John Sargent for service in the Revolutionary War, by their widow Lydia.https://digitalmaine.com/revolutionary_war_me_land_office/1787/thumbnail.jp

Shatter cones in Illinois: Evidence for metoeritic impacts at Glasford and Des Plaines

Shatter cone fragments were recovered from rock cores at two previously suspected, but heretofore unverified, impact structures in Illinois. Both sites are buried features known from geophysical surveys and drill holes. Shatter cones are accepted widely as field criteria of meteoritic impact. Detection of these shock indicators in both the Glasford Structure and the Des Plains Disturbance upgrades these sites in Earth's inventory of known and suspected impact structures from possible impact sites with compatible structure and morphology to probable impact structures which possess also evidence of shock metamorphism

The Economics of Energy and the Environment: The Potential Role of Market-Based Instruments

energy, environment, and economic

A case study of reading education for middle school students with learning disabilities

The purpose of this study was to investigate The Achieve Reading Curriculum, a reading curriculum based on whole language principles designed for middle school students with learning disabilities. A qualitative intrinsic case study was conducted using four sixth grade middle school students with learning disabilities as participants. Ethnographic methodology was used to focus on the multifaceted structure of classroom life and to acquire a thorough understanding of the connections between participants and teacher. A teacher as researcher approach facilitated insights on a daily basis due to the interaction between participants and teacher. Data collection procedures included observations/field notes, teacher journal, student interviews, parent interviews, and student written work. Categories were generated through the constant comparison method with continual refining and analysis. The participants\u27 reading ability developed as a result of the Achieve Reading Curriculum. Data indicated the participants demonstrated their developing reading ability through increasing levels of class involvement, class discussions, novel study, teacher interview results, writing activities, and time on task/reading attending behaviors. The motivation of the participants to read increased due to components of the Achieve Reading Curriculum, an increase in class participation and discussion, and stronger writing and creativity efforts produced by the participants as the study progressed. Parental support was critical to the effective implementation of the program and the success of the participants. The perceptions parents had of the program and its results, the reading encouragement offered by the parents to the participants and the teacher appreciation were demonstrative of their support. Data triangulated from parent interviews, student interviews, student written responses, teacher-researcher observations/fieldnotes, and teacher journal suggest the Achieve Reading Curriculum, based on whole language principles, can be effective in developing and improving the reading ability, enhancing the motivation to read, and facilitating parental support and involvement of middle school students with learning disabilities

Federal Research and Development Funding: FY2009

In February 2008, President Bush proposed total research and development (R&D) funding of $147.0 billion in his FY2009 budget request to Congress, a$3.9 billion (2.7%) increase over the estimated FY2008 level of $143.1 billion. President Bush’s request included$29.3 billion for basic research, up $847 million (3.0$27.1 billion for applied research, down $1.0 billion (-3.6$84.0 billion for development, up 1.6 billion (1.9%); and 6.5 billion for R&D facilities and equipment, up 2.5 billion (61.7%). In the absence of final action on the regular FY2009 appropriations bills, Congress passed H.R. 2638 (110th Congress), the Consolidated Security, Disaster Assistance, and Continuing Appropriations Act, 2009 (P.L. 110-329) which President Bush signed on September 30, 2008. This act provides FY2009 appropriations for the Department of Defense, Department of Homeland Security, and Military Construction and Veterans Affairs; continued funding for agencies not covered under these provisions at their FY2008 funding levels through March 6, 2009; and supplemental funding for disaster relief. The uncompleted regular appropriations bills considered by the 110th Congress expired with the beginning of the 111th Congress. On February 23, 2009, H.R. 1105, the Omnibus Appropriations Act, 2009 (P.L. 111-8), which provides specific FY2009 appropriations for the agencies covered under the continuing appropriations provisions of P.L. 110-329, was introduced in the House and passed two days later. With the Omnibus bill under consideration in the Senate, on March 6 Congress passed and President Obama signed H.J.Res. 38 (P.L. 111-6), extending the continuing appropriations provisions of P.L. 110-329 through March 11, 2009. On March 10, the Senate passed H.R. 1105 without amendment. President Obama signed the act on March 11. Additional funding for research and development was provided under the American Recovery and Reinvestment Act of 2009 (H.R. 1), often referred to informally as “the stimulus bill.” H.R. 1 was passed by the House and Senate on February 13, and signed into law (P.L. 111-5) by President Obama on February 17. The act includes approximately $22.7 billion for R&D, facilities, equipment and related activities. For the past two fiscal years, federal R&D funding and execution has been affected by mechanisms used to complete the annual appropriations process—the year-long continuing resolution for FY2007 (P.L. 110-5) and the combining of 11 appropriations bills into the Consolidated Appropriations Act, 2008 for FY2008 (P.L. 110-161). For example, FY2008 R&D funding for some agencies and programs was below the level requested by President Bush and passed by the House of Representatives and the Senate. Completion of appropriations after the beginning of each fiscal year also resulted in delays or cancellation of planned R&D and equipment acquisition. While the annual budget requests of incumbent Presidents are usually delivered to Congress in early February for the next fiscal year, the change of presidential administrations delayed the initial release of President Obama’s FY2010 budget until February 26, 2009. The director of the White House Office of Management and Budget, Peter R. Orzag, has testified that a more detailed version of the budget will be released in the spring

The U.S. Science and Engineering Workforce: Recent, Current, and Projected Employment, Wages, and Unemployment

[Excerpt] Many congressional policymakers have an ongoing interest in whether the number of U.S. scientists and engineers is sufficient to meet the needs of U.S. employers, to spur economic growth and job creation through innovation, to maintain U.S. global technological leadership and industrial competitiveness, and to address other important national and societal needs. To help ensure an adequate science and engineering (S&E) workforce, Congress has established and funded a variety of federal programs. These programs are intended to foster improved science, technology, engineering, and mathematics (STEM) skills among students; to incentivize students to pursue degrees in science and engineering through tools such as fellowships, assistantships, and traineeships; and to provide graduate and postgraduate research experiences at U.S. colleges and universities through the financing of university-based research. The 115th Congress is considering a wide variety of legislation to promote STEM education. In addition, Congress is considering changes to immigration policies, among them the number of visas and processes associated with F-1 visas, H-1B visas, L-1 visas, and legal permanent residency (“green cards”), to address U.S. S&E workforce needs. As Congress develops policies and programs and makes appropriations to help address the nation’s needs for scientists and engineers, it may consider past, current, and projected S&E workforce trends. Among the key factors that labor economists examine for evidence of labor shortages are employment growth, wage growth, and unemployment rates relative to other occupations. This report provides employment, wage, and unemployment information for the computer occupations, mathematical occupations, engineers, life scientists, physical scientists, and S&E management occupations, as follows: The section on “Current Employment, Wages, and Unemployment” provides a statistical snapshot of occupational employment, wage, and unemployment data for the S&E workforce in 2016 (the latest year for which data are available). The section on “Recent Trends in Employment, Wages, and Unemployment” provides a perspective on how S&E employment, wages, and unemployment changed during the period 2012-2016. The section on “Employment Projections, 2016-2026” provides an analysis of projections by the Bureau of Labor Statistics for how the number employed in S&E occupations is expected to change during the 2016-2026 period, as well as how many openings will be created by growth, labor force exits, and occupational transfers. A final section, “Concluding Observations,” provides stakeholder perspectives that Congress may consider as it seeks to ensure that the United States has an adequate S&E workforce to meet the demands of the 21st century