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- US is falling behind in STEM—that’s the greatest threat to national security
- Rising challengers will displace US dominance in science and technology
- US brain drain now
- STEM professionals lacking now
- H1-B Visas are lacking- runs out quickly and green card authorization is extremely slow
UQ – Yes STEM shortageSTEM shortage exists nowNager 15 – MA in political economy, economic research analyst at the Information Technology and Innovation Foundation (Adams w/ Roger Atkinson, “Debunking the Top Ten Arguments Against High-Skilled Immigration,” http://www.itif.org/publications/2015/04/20/debunking-top-ten-arguments-against-high-skilled-immigration)//BB Despite overwhelming evidence to the contrary, a vocal group of advocates insists that the United States does not face a shortage of science, technology, engineering, and mathematics (STEM) workers. The advocates argue incorrectly that high-skilled immigration is not only unnecessary but is actually harmful to American workers. In this report, ITIF refutes 10 of the most common myths asserted to deny the existence of a STEM worker shortage and provides clear evidence that a STEM shortage hurts the American economy and workers.∂ Myth 1: Data disprove the STEM shortage.∂ Fact: Despite what advocates may claim, a rigorous examination of available data instead of anecdotal sampling supports the conclusion there is a STEM shortage.∂ Myth 2: American universities will supply enough computer science graduates to meet demand over the next 10 years.∂ Fact: By best estimates and current trends, there will be at least two new jobs in computer occupations for every U.S. computer science graduate over the next decade. US is falling behind in STEM—that’s the greatest threat to national securitySund, Naval Postgraduate School master’s candidate, 2014 (Steven A., “U.S. DECLINING GLOBAL RANKINGS IN MATH AND SCIENCE AND THE IMPACT ON OUR NATIONAL SECURITY: POLICY OPTIONS TO ELLICIT ANOTHER SPUTNIK MOMENT,” Master’s thesis with advisors Christopher Bellavita, the director of programs for the Center for Homeland Defense and Security, and Richard Bergin, Harvard PhD in Business Administration and co-leader of KPMG’s US Economics and Regulation practice, Naval Postgraduate School, p. 1, IC) The inadequacies of our systems of research and education pose a greater threat to U.S. national security over the next quarter century than any potential conventional war that we might imagine. –Hart-Rudman Commission Report. Despite this warning, the United States has not implemented a national education imperative or developed a sense of social responsibility capable of reversing our declining interest science, technology, engineering and math (STEM) education, which had been at the forefront of national concerns following WWII, when the atomic bomb, and Sputnik fueled American society’s interest and drive in the sciences, to a point in 2007 where fewer than two percent of high-school graduates receive engineering degrees from U.S. universities (Augustine, 2007, p. 47). Now, 60 years later, we are witnessing greater increase in spending by foreign governments on science and engineering (S&E) initiatives while the United States has reduced investment in these areas. Although numerous schools, government agencies, non-governmental organizations (NGO) and private corporations, and community organizations have developed policies to help bolster STEM education, U.S. schools are still declining in global rankings. The lack of interest in the sciences by our domestic students and low completions of advanced higher level science degrees by American students are compounding the problem. Rising challengers will displace US dominance in science and technologySund, Naval Postgraduate School master’s candidate, 2014 (Steven A., “U.S. DECLINING GLOBAL RANKINGS IN MATH AND SCIENCE AND THE IMPACT ON OUR NATIONAL SECURITY: POLICY OPTIONS TO ELLICIT ANOTHER SPUTNIK MOMENT,” Master’s thesis with advisors Christopher Bellavita, the director of programs for the Center for Homeland Defense and Security, and Richard Bergin, Harvard PhD in Business Administration and co-leader of KPMG’s US Economics and Regulation practice, Naval Postgraduate School, p. 10, IC) In response to the emerging global education competition, several countries have implemented programs and policies in the 21st century aimed directly at the United States’ dominance of the science and research universities. For example, the European Union is focusing governmental policy on developing centers of excellence and is posturing to make the European Institute of Technology a challenger to the top ranking U.S. universities (Marginson & Wende, 2007 p. 322). In addition, Germany is implementing a plan to develop a group of universities that will be capable of being part of the top 10 research universities in the world. Furthermore, China, India, Singapore, and Korea are all taking major steps to ensure that they are at the forefront of science and technology research. China is also taking steps to develop world class universities and is undergoing a state driven educational achievement initiative to increase the quantity and quality of education in China. US brain drain nowHusick, Foreign Policy Research Institute’s Program on Teaching Innovation co-director, 2012 (Lawrence, “From Brain Drain to Brain Flow: The New Economy of Innovation Turbulence,” FPRI, August 2012, http://www.fpri.org/articles/2012/08/brain-drain-brain-flow-new-economy-innovation-turbulence, IC) At one time in the recent past, leaders in developing countries and in international organizations decried the “brain drain” that led the best and brightest in what we used to call the “third world” to emigrate to the West to take advantage of superior educational and employment opportunities. The United States was the destination of choice, both for these reasons and because other societies were seen as less hospitable to immigrants. These foreign-born students became successful professionals and entrepreneurs after graduation, and their children, in turn, became some of the highest-performing students in American schools, changing the culture, which became aware of the “tiger mom” effect. Then, in an unexpected turn of affairs, partly due to the politicization of the immigration issue, the United States started denying work visas to graduates, telling talented foreign students, “Go home, and take your degree with you.” As any student of innovation knows, promoting innovative thinking is, at best, an inexact enterprise. One of the few certainties, however, is that innovation happens at edges, where turbulence promotes mixing, more often than at the stable center, where people and ideas have greater homogeneity. In genetics, this translates to environmental stress that makes it possible for a mutation that is favorable to changed conditions to confer a survival advantage. In academia and industry, the concept is more akin to cross-pollination, as a newly minted Ph.D. leaves her institution to take up a teaching or research post at another university, government laboratory or company. In the early days of the scientific revolution when Gallileo, Kepler, and Brahe were changing our view of man's place in the universe, travel was difficult and dangerous, and correspondence and publishing (even if officially suppressed) had to suffice. By the time of Newton, however, scientists and scholars regularly traveled across Europe, and the great debates raged among thinkers in Europe and, to a lesser extent, America. The Colonies had Franklin, and, after devoutly religious rioters (in Birmingham, England) burned his house to the ground, Joseph Priestley, too. It may not have been the Royal Society, but the study of natural philosophy enlightened debate in Philadelphia at Franklin’s American Philosophical Society, at Mr. Jefferson’s University in Charlottesville, where five of the original eight faculty members came from England, and in the Yard at Harvard as well. In the 150 years that followed, however, few scholars and fewer innovators emigrated beyond the European-American axis. Vast stores of technical and scientific knowledge in China, India and the Islamic world remained out of sight and largely out of mind as the West advanced scientifically, technologically and economically. Even in the period leading up to and after World War II, when many academics and innovators left Europe and emigrated to the United States, almost no Japanese, Chinese, Korean, or Indian professors, inventors or students were seen on American campuses or in industry. It may be argued that globalization is not best exemplified by the search for cheap labor, but rather, by the search for great brains. Beginning in the 1970s, students from rising Asia— India, South Korea, China and Japan— appeared on American campuses in increasing numbers. Many of these students stayed in the United States after graduation, teaching, working in corporate research laboratories, and starting new companies. This educational trend has both continued and quickened… today more than half of all foreign Ph.D. students in American universities come from just three countries: China, India and South Korea. The difference is that after graduation, the United States now largely refuses to allow them to remain. For the most part, these graduates return home. For instance, it has been reported that over 80 percent of the science, technology, engineering and mathematics (STEM) professors at the Korea Advanced Institute of Science and Technology hold Ph.D.s from American universities. We are now seeing the emergence of a globalized innovation revolution, but one that is advancing at the expense of the United States. In countries where our new doctorate degree holders are welcome, the mixing of ideas is generating, “innovative, high-impact scientific outcomes” according to The Scientist magazine.[1] Journal publisher Elsevier has followed the effects of migrating scientists by reviewing papers published over the past 15 years. Reporting its “Global Brain Migration” study at a recent meeting in Chicago, researcher Nick Fowler showed that movement of international students and faculty are reshaping the world of innovation. STEM professionals lacking nowPapa, Indiana State Senate Chief of Staff and Chief Legal Counsel, and Whelan, former law clerk to then-Chief Justice of the Indiana Supreme Court Brent Dickson, 2015 (Jeff and Jessica, “REGAINING THE ECONOMIC EDGE: POLICY PROPOSALS FOR HIGH-SKILL WORKER AND STUDENT AUTHORIZATIONS,” Indiana International And Comparative Law Review, Vol. 25, No. 1, 2015, p. 41, IC) One major issue in the current immigration system is the disparity between the number of U.S. students pursuing STEM degrees and the projected need for top talent in STEM careers.38 Between 2010 and 2020, employment in STEM occupations is expected to expand faster than employment in non-STEM occupations by seventeen versus fourteen percent.39 Further, both government officials and private industry cite “concerns regarding shortages of skilled workers . . . compounded by the pending retirements of many baby boomers.”40 Correspondingly, the supply of STEM talent is not keeping up with demand. Although the number of students receiving degrees from four-year institutions has increased in the United States over the past several decades, the share of students graduating with STEM degrees has declined. The percentage of bachelor’s degrees awarded in STEM fields declined from twenty-four percent in 1985 to eighteen percent in 2009.41 During the same time period, the percentage of master’s degrees awarded in STEM fields dropped from eighteen percent to fourteen percent.42 Although the share of doctorate degrees in the STEM fields was relatively stable between 1985 and 2009, the share of those degrees going to domestic students dropped from seventy-four percent to fifty-four percent.43 Overall, the number of full-time foreign graduate students in science, engineering, and health fields grew from 91,150 in 1990 to 148,923 in 2009.44 In sum, there is an increase in the demand for STEM professionals, a decrease in the share of students pursuing STEM degrees, and of the students pursuing STEM degrees, a decrease in the share of domestic students pursuing such degrees. Policy changes must be made to address this growing issue. H1-B Visas are lacking- runs out quickly and green card authorization is extremely slowRoth ’14 [Mark, 12/16, Pittsburgh Post-Gazette, H-1B work visa full of uncertainties for immigrants. [online] Available at: http://www.post-gazette.com/local/city/2014/12/16/H-1B-work-visa-full-of-uncertainties-for-immigrants/stories/201412160004 [Accessed 26 Jun. 2015].] Even then, it will be a tossup. The 65,000 visa cap has not changed in 10 years, and demand from employers is high. This year, the government received 172,500 applications, and it took just nine days for the visas to run out. Even coming out of the recession in fiscal 2010 and 2011, the visa limit was reached after several months. Those who favor expanding the H-1B program say higher numbers are important not just to meet employers’ needs, but because many immigrants now have to wait years to get permanent residency green cards to stay and work in the U.S. When America’s immigration laws were overhauled in 1965, it got rid of the quotas that limited migration from Asia and parts of Europe, but substituted an “equality rule” that said no country could get more than 7 percent of the visas issued each year. For populous nations like India, China and the Philippines, that has created huge backlogs in visa applications. Right now, the State Department said, the wait for employment-based green cards is 11 years for people from India, four years for those from China and two years for those from the Philippines. Because that entry point is so clogged, some say, employers need a program like the H-1B visa to meet their fast changing needs. “It’s not realistic for most people to get sponsored for a green card, since the wait times can be six to 10 years or longer,” said Stuart Anderson, a pro-immigration activist who runs the National Foundation for American Policy in Arlington, Va. “Nobody you know goes for an interview and the employer says, ‘Oh great, show up at noon on Jan. 1, 2022, and Mary will show you around the office.’” Directory: file -> view view -> Western Europe after wwii view -> Author study: paul fleischman view -> Qpa1 7ela study Guide view -> Arctic Oil/Gas Neg view -> November 1970 Approximately 150,000-500,000 deaths Bhola Cyclone Bangladesh view -> Grade Level: 6 Unit of Study: Caribbean glce view -> Citation: Duffield, Katy view -> Table of Contents Lesson # view -> Chinese Wind Energy Disad Download 1.1 Mb. Share with your friends:
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