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Math, Science & Engineering Education

The first issue I would like to address is the question, "What is

the industry view of the magnitude of the problem in math,

science, and engineering education?"

Both in absolute terms and

by comparison to our trading partners and military competitors,

the U.S. electronics and information technology industry is experiencing a growing shortage of the specific skills needed to maintain and expand our position in the world economy.

Projections for these specific, leveraged skills show a growing

problem.

As I am sure you are aware,

our international competitors are far

outpacing the United States in the number and proportion of

electronic engineers who are graduated each year, five times the

number graduated by the U.S.

For every one million population,

the Soviet Union annually graduates 260 electrical engineers, Japan 163, and the U.S. 67. For every 10,000 population, 70 in

the U.S. and 400 in Japan are engineers.

Engineering accounts

for only 7% of the

total undergraduate degrees awarded in the

U.S., but 21% for those in Japan, 35% in the Soviet Union, and

37% in West Germany.

The magnitude of the problem continues to increase--in spite of

the respite provided by the current state of the economy.

А

survey of its members conducted two years ago by AEA projected a

shortfall between our need for additional electrical and computer science engineers and the new supply from colleges of some 20,000

21-390 O - 83 - 6

annually through 1985.

The Bureau of Labor Statistics estimates

electrical engineering jobs will increase 150,000 by 1990.

AEA is aware of a number of related educational issues, including problems of low technology content of elementary and high school

programs.

In our members' view, the problem of providing a

sufficient flow of electrical/electronic and computer engineering

graduates constitutes a bottleneck which demands our first

attention.

Engineering Faculty Shortage

In the estimation of AEA's Blue Ribbon Committee on Engineering Education, some two out of every three qualified applicants to

undergraduate electrical/electronic and computer engineering

programs cannot get into U.S. colleges and universities.

Once

turned away, these qualified resources are lost to the U.S.

The most serious current problem restricting the increase in electrical and computer science engineering graduates--those specialties of highest need to electronics--is the shortage of faculty and instructional equipment in undergraduate programs.

Faced with a

current 10% or

some 2,000 to 2,500 engineering

faculty vacancies, many colleges and universities are capping enrollments. Half of these faculty positions have been vacant

for over

a year.

Vacancies approach 50% in some high tech

specialty areas, such as solid state, digital systems, and

computer engineering.

This country needs 1,000 new engineering

faculty each year over the next decade just to remain steady.

We

are producing only 450.

The engineering faculty shortage is primarily caused by two

factors: low salaries and inadequate teaching laboratories.

There is no incentive for a U.s. citizen with a bachelor's degree

in electrical or computer engineering to get a graduate degree

and teach.

That same B.S. level student can go immediately from

college into industry and start at an annual salary between

$23,000 and $ 29,000. Going on for four years of costly graduate study likely brings a salary decrease if one wants to teach: at most universities, an assistant professor of engineering begins at between $19,000 and $26,000. A recent study of southwest

colleges showed that engineering faculty members who left

academia for industry raised their salaries $13,588 or 55

percent.

Equipment Shortages

In addition to low academic salaries, inadequate teaching laboratories make engineering professorships unattractive to U.S.

citizens.

It is not unusual for a college's instructional

equipment to average 20 years of age or older.

As the president

of one Fortune 500 company remarked after touring a university

engineering department, "The only time my engineers will see

equipment of this type is when they tour the Smithsonian." It is estimated that--without adding programs or students--updating

instructional labs will cost approximately $1 billion.

This combination of low salaries and lack of state-of-the-art

equipment coupled with the high cost of graduate tuition has made

it very difficult to attract U.S. citizens into graduate study in

engineering.

We are concerned about quality as well as quantity. Both are suffering due to the faculty shortage. From 1980 to 1981, 31% fewer engineering programs were given normal six-year accreditation, and during the same period there was a 71% increase in

those asked to "show cause" why accreditation should not be

terminated.

Unless we

reverse the downward trend, we face the loss of world

economic and defense leadership positions.

Foreign students remain the primary source for new faculty

recruitment, not displacing U.S. citizens but simply filling the

graduate gap left because U.S. students do not wish to apply.

The number of Ph.D./EEs granted over the past 10 years has

actually decreased by 25%.

In 1971, 899 Ph.D./EEs were awarded

in this country. By 1981, the number had decreased to 503--half

of which went to foreign nationals.

The pool from which faculty

come is drying up.

The second question then is, "What is the appropriate response by

the private sector

to remedying the problem?"

AEA's Program To Redress The Shortage

AEA began last year by forming a Blue Ribbon Committee to study

and recommend a plan of action.

Under the leadership of Dr.

William Perry, former U.S. Undersecretary of Defense for Research

and Engineering, and with guidance from members such as John

Young, President of Hewlett-Packard, Robert Noyce, Vice-Chairman

of Intel Corporation, Dr. Joe Pettit, President of Georgia

Institute of Technology, and Dr. Richard Atkinson, formerly head

of NSF and now Chancellor of the University of California at San

Diego, the Association has

launched an aggressive program.

AEA's Board of Directors set

a goal for each member company to

invest 2% of its R&D expenditures in engineering education.

AEA

established the Electronics Education Foundation to encourage and

aid contributions by member companies to engineering univer

sities.

The Foundation's 1983 goal is to raise $10 million

through its 13 industry committees around the country.

It is

focusing on funding 300 $10,000 faculty development grants to augment faculty positions to help universities attract and retain

professors and 200 fellowship-loans to fund graduate study for

U.S. citizens who wish to get a doctoral degree and teach

engineering.

Hewlett-Packard has just joined AEA in this effort

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