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This report presents results from the 1999 Survey of Industrial Research and Development. It contains a full set of statistics produced from the survey, trends in industrial research and development (R&D) since 1953, and statistics on employment since 1989. Contents include: (1) "Note to Users of Historical Statistics"; (2) "Detailed Statistical Tables"; (3) "Technical Notes and Technical Tables"; and (4) "Survey Documents." (YDS)

This report presents data on the demographic and employment characteristics of the nation's doctoral scientists and engineers. Data were developed as part of the Longitudinal Doctorate Project. Current information on the supply and utilization of doctoral personnel in science and engineering reflects the results of the 1997 Survey of Doctorate Recipients (SDR), the 13th in a biennial series. The population of the 1997 survey included persons under the age of 76 who hold doctorates in science or engineering from U.S. institutions. This report provides information on the number of scientists and engineers by demographic characteristics such as citizenship, place of birth, field of degree; and employment-related characteristics such as occupation, sector of employment, median salary, and various labor force rates. Some tables in this report include estimates for doctoral scientists and engineers employed in four-year colleges and universities. Detailed statistical tables, technical notes, and the survey instrument are also included. The Technical Notes section contains information on survey methodology, coverage, concepts, definitions, and sampling errors. (WRM)

The Scientists and Engineers Statistical Data System (SESTAT) is a comprehensive and integrated system of information about scientists and engineers in the United States. It comprises data collected through three national sample surveys supported by the National Science Foundation (NSF): The National Survey of College Graduates, the National Survey of Recent College Graduates, and the Survey of Doctorate Recipients. The SESTAT integrated database captures that part of the science and engineering population that either received a college degree in a science or engineering field, or those who work in a science or engineering occupation with a bachelor's degree or higher in any field. The SESTAT database features labor force and other work-related information, educational information, and family and demographic information. (WRM)

This report provides detailed statistical profiles of students from several major countries who were doctoral recipients in science and engineering at U.S. universities and the initial intent of these foreign doctoral recipients to locate in the United States after graduation. The statistical profiles included in this report contain two tables for each major country of origin in Appendix B. The first set of tables groups degrees by country and field between 1988 and 1996. These tables provide data on several characteristics of doctoral students: gender, visa status, sources of support, time to degree, planned location after Ph.D, and any definite employment plans in the United States. The second set of tables provides similar data for the years 1975, 1980, and 1985-96. (DDR)

This report profiles the demographic and employment characteristics of doctorate-level scientists and engineers in the United States. The data presented were collected through the 1995 Survey of Doctorate Recipients (SDR). The purpose of the SDR is to estimate the number of people holding research doctorates from U.S. institutions in science and engineering who reside in the United States and to characterize their demographic and employment patterns. The report is organized as follows: chapter 1 describes the size and composition of the doctorate-level scientist and engineer population including such characteristics as gender, race/ethnicity, citizenship, and age; chapters 2 and 3 profile the employment status of these doctorates in 1995; chapter 4 focuses on postdoctoral appointments held by doctoral scientists and engineers; chapter 5 discusses second jobs held; chapter 6 presents data on changes in employment for the population since 1993; chapter 7 presents data on articles published, papers presented at conferences, and inventions patented by doctoral scientists and engineers; and chapter 8 describes professional development activities. Appendices include information on SDR research methods, a copy of the survey cover letter and questionnaire, definitions of terms, lists of Ph.D. fields studied, and occupation codes. (WRM)

This data brief focuses on statistics related to employment of scientists and engineers in 1995. The data is presented in four charts that provide information on: (1) the number of employed scientists and engineers by broad occupation and broad field of highest degree in 1995; (2) percentage distribution of employed scientists and engineers by broad occupation and highest degree received in 1995; (3) unemployment rates of scientists and engineers by broad occupation and highest degree received in 1995; and (4) median annual salaries of employed scientists and engineers by broad occupation and degree received in 1995. (DDR)

Adapting credentialing examinations for international uses involves translating tests for use in multiple languages. This paper explores methods for evaluating construct equivalence and item equivalence across different language versions of a test. These methods were applied to four different language versions (English, French, German, and Japanese) of a Microsoft certification examination with samples ranging from 1,329 to 2,000 examinees per test. Principal components analysis, multidimensional scaling, and confirmatory factor analysis of these data were conducted to evaluate construct equivalence. Detection of differential item functioning across languages was conducted using the standardized p-difference index. The results indicate that these procedures provide a great deal of information useful for evaluating test and item functioning across groups. Some differences in factor and dimension loadings across groups were noted, but a common, one-factor model fit the data well. Four items were flagged for differential item functioning across all groups. Suggestions for using these methods to evaluate translated tests are provided. (Contains 8 tables, 3 figures, and 13 references.) (Author/SLD)

This report provides quantitative data to assist in decisionmaking while United States science and technology is in transition. This 1998 report features new data and analyses. In addition to enhanced international comparisons and a chapter on the significance of information technologies, features of this report include improved international performance indicators of precollege science and mathematics education, curricula, and teacher preparation; enhanced coverage of the situation of recent graduates and postdoctoral scientists and engineers; and venture capital indicators. The report overview is organized around four themes that encapsulate significant trends in the transition into the 21st century which include increasing globalization, greater emphasis on education and training, structural and priority changes, and the increasing impact of science and technology on daily lives. (DDR)

The Division of Science Resources Studies of the National Science Foundation (NSF) reports statistical data related to science and engineering for each state in the United States. This report contains an overview of data related to cumulative distribution of the United States research and development performance by state in 1995, the relationship between the amount of research and development performed in a state and the size of its economy in 1995, federal research and development obligations by agency and state in 1995, and the difference in agency-reported and performer-reported federal research and development from 1980-95. Each state profile includes a table displaying science and engineering data for that state, the United States, and the rank of the state, and a table delineating the federal obligations for research and development in the state by agency and performer. (DDR)

This booklet describes the DO-IT Pals program, a University of Washington program designed to encourage high school students with disabilities to explore careers in science, engineering, mathematics, and technology and learn more about how to prepare to enter these fields of study and employment. The program provides students with information about college entrance requirements, application procedures, college survival skills, internships opportunities, resume and interviewing tips, and additional resources to help them through the transitions to college and employment. Students participate in the following activities: frequent electronic communication and personal contacts with mentors who support students' academic, career, and personal goals; use of the Internet to explores academic and career interests, make friends and motivate each other to achieve goals; and application their skills and knowledge to design and complete independent or team projects based on their interests. The role of the mentor is described, along with the technology needed to participate in the programs. (CR)

The purpose of this guide is to offer suggestions for establishing different types of partnerships in math, science, and technology education and to suggest resources to make them successful. The first section describes materials to enhance learning that meet national science and mathematics education standards. The second section describes different types of K-12 partnerships in which engineers can add valuable insight. Types of partnerships, strategies for successful partnerships with educators, and examples of successful programs are also included. Contact information is provided throughout the guide. (WRM)

This report presents data on the demographic and employment characteristics of the nation's doctoral scientists and engineers. Data were developed as part of the Longitudinal Doctorate Project. Current information on the supply and utilization of doctoral personnel in science and engineering reflects the results of the 1995 Survey of Doctorate Recipients (SDR), the twelfth in a biennial series. The population of the 1995 survey included persons under the age of 76 who hold doctorates in science or engineering from U.S. institutions. This report provides information on the number of scientists and engineers by demographic characteristics such as citizenship, place of birth, field of degree, and employment-related characteristics such as occupation, sector of employment, median salary, and various labor force rates. Some tables in this report include estimates for doctoral scientists and engineers employed in four-year colleges and universities. Contains numerous detailed statistical tables, technical notes, and the survey instrument. The Technical Notes section contains information on survey methodology, coverage, concepts, definitions, and sampling errors. (Author/DKM)

The tables contained in this document present data on the characteristics of men and women who received a bachelor's or master's degree in a science or engineering field from academic institutions in the U.S. during the 1992-93 and 1993-94 academic years. The data were collected in 1995 and 1996 and reflect the status of individuals as of April 1995. In addition to the demographic characteristics of recent college graduates with science and engineering degrees, the data may be used to understand the employment experiences of recent graduates such as the extent to which recent graduates entered the labor force, whether they were able to find employment, and the attributes of that employment. Results are presented separately for bachelor's and master's degree recipients as well as for graduates of the two graduating class years. This report contains three sections: (1) technical notes in Section A contain information on survey methodology, coverage, concepts, definitions, and sampling error; (2) detailed tabulations from the computer-assisted telephone interviews and mail questionnaire surveys are presented in Section B; and (3) Section C contains a copy of the mail questionnaire used. (PVD)

This booklet provides 43 graphs and tables organized into broad topics such as research and development funding patterns, academic research and development, research and development in United States industry, education of scientists and engineers, working scientists and engineers, public attitudes toward science and technology, and international science and technology trends. The graphs and tables provide detailed information about national research and development expenditures by function, type of activity and selected agency; academic research and development expenditures by sector, source of funds, and field; number of scientists and engineers with Bachelor's degrees, Master's degrees, and doctorates; enrollment of full-time graduate students in science and engineering by source and type of major support; ethnicity and gender of federal scientists, engineers and college graduates in science and engineering; public understanding of the nature of scientific inquiry and public use of information resources; and research and development expenditures by country, source, and performer. (DDR)

In this report, data are presented on the demographic and employment characteristics of the nation's doctoral scientists and engineers. The data were developed as part of the Longitudinal Doctorate Project. This report provides information on the number of employed scientists and engineers by demographic characteristics such as citizenship, place of birth, and field of degree and employment-related characteristics such as occupation, sector of employment, median salary, and various labor force rates. Some tables include estimates for doctoral scientists and engineers employed in 4-year colleges and universities. Includes detailed statistical tables, technical notes, and the survey instrument. The detailed statistical tables unit includes employment and salary detail tables. The technical notes section contains information on survey methodology, coverage, concepts, definitions, and sampling errors. (JRH)

This report presents data on the demographic and employment characteristics of doctoral scientists and engineers in the United States. This 1991 survey is different from prior surveys in this series in that it represents an interest to accommodate an age-based cohort policy in retirement patterns and to make the sample frame compatible with other National Science Foundation surveys of science and engineering personnel. In addition to general notes, this report includes detailed statistical tables, technical notes, and the survey instrument. The statistical tables unit includes employment and salary detail tables. The technical notes section contains information on survey methodology, coverage, concepts, definitions, and sampling errors. (ZWH)

Future generations of children will be more dependent on science and technology than any generation before them. There is an urgency to insure that they will be able to survive in a highly technological setting. This will occur only with the help of teachers, parents, scientists, engineers, and others in the community. This document provides suggestions for scientists and engineers regarding what they can do to help educators and parents meet the challenge of insuring a scientifically equipped society. Some of the suggestions provided are intended to help scientists and engineers with classroom visits in which they share their understanding of science and technology with students and teachers. (ZWH)

Further generations of children will be more dependent on science and technology than any generation before them. There is an urgency to insure that they will be able to survive in a highly technological setting. This will occur only with the help of teachers, parents, scientists, engineers, and others in the community. This document provides guidelines to help teachers form partnerships with scientists and engineers. Tips are provided regarding choosing the most appropriate speakers, making contact with them, cooperative planning between the scientist and/or engineer and teachers, and classroom discussions and activities after the visit. (ZWH)

Successfully completing school district capital construction requires the proper execution of the construction project itself involving the cooperation and understanding by all parties involved. This document presents guidelines that clarify the interrelationships and expected actions on the part of school representatives, the architect or engineer, the construction manager, and the clerk of the works during the important phase of construction supervision. It also examines the services considered necessary, or desirable, during the construction/contract administration phase of a project in order to help avoid duplication of services. (GR)

To help libraries and other holdings institutions better incorporate preservation concerns in construction, renovation, and routine maintenance, various techniques are presented that allow preservation concerns to be integrated. The following topics are considered: (1) site selection; (2) design of the building envelope; (3) the library interior; (4) floor coverings; (5) roofing materials; (6) electric and plumbing features; (7) lighting; (8) environmental controls; (9) integration of fire protection and security concerns; (10) pest control; (11) use of book returns; and (12) landscaping. Cost concerns are discussed, explaining various cost analyses, the relationship between preservation and maintenance, and why preservation costs provide long-term benefits. Designing for preservation, while likely to increase the short-term capital costs of a new library building, will provide significant cost returns in longer collection life and reduce long-term maintenance and replacement costs associated with the library itself. Various phases of architectural design and construction, and their relationship to preservation concerns, are briefly outlined to help avoid common pitfalls in working with architects, engineers, and contractors. Eight figures and two tables illustrate the discussion. A list of 37 resources for preservation is included; and four appendixes provide specific details about lighting and pesticide use, and a checklist of preservation concerns. (Contains 70 references.) (Author/SLD)

This manual, published by the Triangle Coalition for Science and Technology Education, is intended to serve as a resource for those wanting to bring the human and material resources of the scientific and engineering communities into beneficial and sustainable relationships with schools through volunteer programs that are locally designed and broad-based. While the focus here is on precollege science, mathematics, and technology education, the strategies and principles can be transferred to other subjects in the school curriculum. The manual emphasizes two critical levels of activity, within the individual schools and at the overall program level. Chapters include: (1) Collaboration-a new beginning, (2) Planning the program, (3) Formulating the program, and (4) Implementing the program. Thirty-four appendices include a volunteer program organization chart; responsibilities of coordinators and alliance; needs assessments for administrators, teachers, and community organizations; program sequence; precollege programs and volunteer opportunities; forms for volunteer applications, registration, sign-in, and recognition; volunteer brochures; tips for volunteers, teachers, and making presentations; typical science and technology topics; thinking and learning characteristics of young people; teacher request/volunteer job description; and evaluation by volunteers and teachers. (JRH)

This program guide presents civil engineering technology curriculum for technical institutes in Georgia. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and curriculum model, including standard curriculum sequence and lists of courses. The next three sections contain the courses: general core courses (economics, composition, technical communications, college algebra, college trigonometry, calculus and analytic geometry, physics I-III, and introductory psychology); fundamental technical courses (civil engineering drafting I-II, descriptive geometry, computer programming, engineering technology professions, and computer-assisted design I); and specific technical courses (statics and dynamics, construction cost estimating, structural steel design/drafting, basic land surveying, reinforced steel design/drafting, basic land surveying, reinforced concrete design, senior design project, and strength of materials. Each course consists of the following: a course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. An appendix to the guide lists equipment needed for the program. (NLA)

The Minority Research Initiation (MRI) awards are one-time grants for underrepresented minority investigators who have not previously received Federal research support as faculty members. This booklet highlights 105 minority investigators who graduated from the nation's top research universities. They are creative and productive contributors to science and engineering capability in the United States. Awardees in this booklet received their MRI grants from fiscal year 1981 through fiscal year 1988. (PR)

Discusses standard of care and accountability for errors and omissions in the work of design consultants such as architects and engineers. Emphasizes the responsibility of owners, the importance of communication, and strategies for risk management, such as professional liability insurance, third-party review, design/build, and modified contract language. (EV)

Addresses the need to alert undergraduates in engineering to the idea that excellence in the classroom is only half the equation in preparing to be an effective professional. Recommends that students learn in the workplace as well. (DDR)

This booklet, one in a series on aviation careers, outlines the variety of careers available in airlines. The first part of the booklet provides general information about careers in the airline industry, including salaries, working conditions, job requirements, and projected job opportunities. In the main part of the booklet, the following 22 job categories and their subcategories are summarized: flight dispatcher, meteorologist, schedule coordinator, station manager or agent, teletypist, reservations sales agent, ticket agent, ground attendant, skycap, air freight/cargo agent, passenger service agent, sales representative/account executive, district sales manager, ramp serviceperson, cabin maintenance mechanic, food service employees, ramp planner, auto mechanic, engineer, airline training instructors, administration personnel, and professional airline personnel. For each job classification, information on the nature of the work, working conditions, where the jobs are, qualifications, wages, opportunities for training, and outlook for the future is provided. The final section projects future employment opportunities in the airlines industry. (KC)

This booklet, one in a series on aviation careers, outlines the variety of careers available in the aircraft manufacturing industry. The first part of the booklet provides general information about careers in the aerospace industry (of which aircraft manufacturing is one part), including the numbers of various types of workers employed in those careers in 1978 and the estimated numbers employed as of December 1979. The job categories under which the many types of workers are classified are also listed. In the second part, the following five job types of workers are classified are also listed. In the second part, the following five job categories are outlined: scientists and engineers, technicians, production workers, and other administrative and support personnel. For each of these job classifications, information on the nature of the work, working conditions, where the jobs are, wages and benefits, opportunities for advancement, requirements to enter the job, opportunities for training, and outlook for the future is provided. (KC)

This booklet, one in a series on aviation careers, outlines the variety of careers available in airports. The first part of the booklet provides general information about careers at airports, while the main part of the booklet outlines the following nine job categories: airport director, assistant airport director, engineers, support personnel, airport servicepersons, terminal concessionaires, safety employees, fixed-base operators, and line persons. For each of these job classifications, information on the nature of the work, working conditions, where the jobs are, wages and benefits, opportunities for advancement, requirements to enter the job, opportunities for training, and outlook for the future is provided. A chart at the end of the booklet lists airports by states according to types of facilities. (KC)

This booklet, one in a series on aviation careers, outlines the variety of careers available for airplane pilots and flight engineers. The first part of the booklet provides general information about careers for pilots and summarizes the information in a table. In the main part of the booklet, the following 11 job categories are outlined: flight instructor, corporate pilot, air taxi or charter pilot, commercial airplane or helicopter pilot, patrol pilot, ferry pilot, agricultural pilot, test pilot, airline pilot or captain, airline co-pilot or first officer, and flight engineer or second officer. For each job classification, information on the nature of the work, working conditions, where the jobs are, qualifications, wages, opportunities for training, and outlook for the future is provided. (KC)

The data provided in the statistical tables in this publication are derived from the National Science Foundation's Survey of Scientific and Engineering Personnel Employed at Universities and Colleges, January 1982. The tables present statistics on the characteristics of scientists and engineers employed by institutions of higher education. The tables are presented under the following headings: trends; sex; institutional control and full-time equivalents; institutional rankings; top 100 doctorate-granting institutions; institutional rankings by sex and type of employment; geographic distribution (by control/status, field, full-time/part-time by field, and by status/sex); type of institution; historically black colleges; and institutional categories. Data for scientists/engineers in university-administered, federally-funded research and development centers are presented in tables in a separate section; data are provided by field (1975-1982), for males and females separately by field, and by field (January 1982). Survey summaries are also presented for all institutions and for doctorate-, master's-, and bachelor's-granting institutions, non-science/engineer degree-granting institutions and 2-year institutions, and for federally-funded research and development centers. Copies of instruments used in the survey are included. (JN)

This statistical review is the second in a biennial series mandated by Public Law 96-516. This report, which provides a comprehensive overview of the participation of women and minorities in science and engineering (S/E) employment and training, is divided into three chapters. The first chapter focuses on the representation of women and minorities in S/E employment and differences in employment characteristics between sex and racial groups independent of the overall employment levels. The second chapter considers measures that indicate underutilization of those with scientific and engineering skills, with particular attention to differences between the sexes or among racial/ethnic groups. The third chapter examines the acquisition of scientific and engineering skills, highlighting differences in academic coursework, performance on achievement tests, and undergraduate and graduate degree production. Data within each chapter are presented first for women and then for racial minorities and Hispanics. The physically handicapped in science and engineering are also considered in the first chapter. Among the findings reported are those indicating that despite substantial gains over the past decade, women and minorities are still underrepresented in S/E employment and training, and that their rates of participation in precollege science and mathematics courses and in undergraduate and graduate S/E education are lower than those of men. The appendix includes 77 statistical tables. (JN)

Provided in this document are full-page charts (with accompanying text) for use in a basic presentation on present and projected career and employment opportunities in the various fields of science and engineering. The material is designed for college students and individuals planning to re-enter the labor market in science or engineering, as well as for policy makers, science teachers, placement specialists, counselors, and other advisors of students. The charts, which may be photocopied as transparencies or handouts or photographed for slides, are organized into four major sections: supply of scientists and engineers (6 charts); demand for scientists and engineers (13 charts); future supply of and demand for scientists and engineers (12 charts); and summary and conclusions (5 charts). In addition, 22 data tables are included in an appendix. Although the information included in the charts emphasizes the growing participation of and opportunities for women in science and engineering fields, it is equally relevant for mixed groups. Any segments may be omitted as desired by a speaker, to fit particular audiences, and additional information may be added in any field by utilizing the appendix tables. (JN)

Employed and retired engineers and scientists are increasingly being recognized as an underused resource for responding to the need to recruit persons to become qualified teachers of science and mathematics in elementary and secondary schools and to enrich the science curriculum. Two strategies predominate to use this resource. To increase the supply of qualified teachers, one strategy is the recruitment by schools of education of scientists and engineers seeking career change while still employed or in preparation for retirement, to enable them to become certified as full time, regular teachers. A variation of this approach, as allowed under the Education Improvement Act of 1984, is for scientists to begin teaching with provisional certification, and obtain full certification within 5 years. The second strategy, used to enrich science curriculum, is to recruit working and retired scientist and engineers, most of whom are not certified as teachers, to volunteer in science and math classrooms or in after-school activities--usually on a part-time or one-time basis. The National Institute for Work and Learning (NIWL) has surveyed a sample of programs using these strategies, which are summarized in this report. Sections include (1) "Introduction"; (2) "Need"; (3) "Special Initiatives"; (4) "Non-Traditional Programs to Provide Teacher Certification"; (5) "Scientists as Volunteers in the Classroom"; and (6) "Conclusions and Recommendations." Appendixes provide lists of programs and contact persons (17 entries). (KR)

Presented is the first of three reports by the National Science Foundation (NSF) on the 1974 National Survey of Scientists and Engineers conducted by the Bureau of Census. The survey was designed to measure the changes, every two years, in the demographic, educational, and employment characteristics of the scientists and engineers identified in the 1970 Census of Population. This report presents detailed information on the 1974 National Sample with emphasis on the demographic and educational characteristics. Almost 1,100,000 scientists and engineers were represented by this National Sample. The publication is divided into two sections: (1) graphic highlights, and (2) selected characteristics. Technical notes, detailed statistical tables, and a reproduction of the 1974 questionnaire and reference lists are included in the appendix. (Author/EB)

The Engineering Manpower Commission of the Engineers Joint Council conducted a survey of the professional income of engineers. Salaries were reported by employers, in this case deans or other officials of educational institutions, as a function of years since graduation at the bachelor's degree level or of age. Additional information on the questionnaire enabled the returns to be broken down according to six academic ranks or levels, two contract periods, and three types of institution; i.e., engineering schools with Ph.D. programs, those without Ph.D. programs, and technical schools with two-year or nonengineering curricula only. The salaries reported include base salary and any regular allowances that are equivalent to salary, but do not include payment for work not covered by the academic contract. Responses to the survey were recevied from 304 institutions covering 13,094 engineering graduates. (JMF)

This program training text was designed to provide uniform instruction to the engineer, architect, planner, and others who will be helping to implement an erosion and sediment control program. Although tailored for use in Virginia, the basic principles covered are universal, and the material is adaptable to meet the needs in any State. The 11 units are grouped into four parts. Part 1 introduces Virginia's erosion problems, specific damages, costs, and the Erosion and Sediment Control Program. Part 2 covers the erosion and sedimentation process, soil loss prediction, channel erosion, and storm water management. Erosion control practices and principles and implementation of a control plan are presented in parts 3 and 4. A list of references is given for each part. Each unit in the program begins with a statement of the purpose and significance of the unit. The objectives for the unit are stated, followed by the subject matter content which may include outside references, background questions, or problems. Criterion questions enable the student to test himself. A summary answers the questions and briefly lists pertinent points. Photographs, charts, and drawings illustrate the text. Material to supplement the text is appended. Also cited is "The Virginia Erosion and Sediment Control Handbook," required as part of the subject content of the program. (Author/RG)

An electronic laboratory station was designed for student use in learning electronic instrumentation and measurement by means of the computer-guided experimentation (CGE) system. The station features rack-mounted electronic laboratory equipment on a laboratory table adjacent to a PLATO IV terminal. An integrated logic system behind the laboratory instrument panel interfaces the terminal and dial sensors within the laboratory equipment with the PLATO system. The logic interface provides PLATO with the ability to sense student-made interconnections between 30 terminals and the student-made settings of 22 dials on the laboratory equipment. PLATO guides and CGE hardware through the connection checks and stores the results for subsequent use in displays or in instructional programs. A complete record of the actual external interconnections between 30 terminals of experimentation equipment is generated in less than 5 seconds. A complete record of the settings of 22 dials of the experimentation equipment is generated in less than 4 seconds. (Author/CH)

This report contains a summary of the allocation of funds and manpower among the four sectors of the economy--federal government, industry, universities and colleges, and other nonprofit institutions. Funding data include basic research, applied research, and development, covering years 1953-75. Time series on R and D scientific and engineering manpower employed by each sector are presented for 1954-74. Highlights indicate: (1) total R and D spending in the U.S. is projected at $34.3 billion in 1975, 7 percent above the 1974 level of $32 billion; (2) in 1975 the U.S. is expected to devote 2.3 percent of its gross national product (GNP) to R and D activities; (3) the federal government will support 53 percent of the total U.S. R and D effort in 1975; two-thirds of this will be in areas of defense and space; (4) basic research spending is estimated at $4.1 billion in 1975; and (5) nearly 528,000 scientists and engineers were employed on a full-time-equivalent basis on R and D activities in 1974. (Author/EB)

The demand and supply of baccalaureate degree engineers from 1975 to 1983 are assessed, with some analysis of the implications the declining birth rate will have beyond 1983. The study reveals a current (1975) shortage for all types of engineers as well as a considerable long-term shortage to 1983 because of the probable response to the energy crisis. The greatest need, numerically, will be for electric-electronics engineers, mechanical engineers, industrial engineers, and chemical engineers. There will also be a marked increase in demand for highly specialized types, such as energy production, biomedical, health systems, and aquaculture. The long-term decline in the number of college-age youth projected here indicates a severe and deepening shortage of trained engineers unless currently undertapped populations, such as women and minorities, are recruited. Some consideration is also given to the problem of obsolescence and the possible role that industry and the schools of engineering may play in reducing it. Recommendations are made for (1) encouraging more students to major in engineering, (2) placing more emphasis on in-service and continuing education to avoid obsolescence and upgrade personnel quality, and (3) not building more classrooms but making more funds available to upgrade teaching and lab equipment. (Author/LBH)

This report brings together data on salaries of scientists, engineers, and technicians. The salary surveys were conducted by agencies and departments of the federal government, professional scientific and engineering societies, educational associations, magazine publishers, and other professional organizations. Most of the surveys were originally published in 1975-77. Data are reported in 138 tables organized under the following headings: starting salaries, salaries of experienced scientific and technical personnel, salaries of engineers, salaries of engineering technicians and technologists, federal salaries, and academic salaries. Statistical variables include occupation, degree level, sex, years of experience, geographic region, type of employer, and age. The base and time period of each table is noted, and a brief analysis of each group of tables is presented. No attempt has been made to evaluate the reliability of the samples. (BB)

This report provides information about the number and characteristics of doctoral level engineers and scientists in primarily energy-related activities for 1975. The data included are part of an attempt to monitor the supply and demand of energy technology professionals. Chapter titles which indicate the types and arrangement of data are: (1) Introduction and Data Base Description; (2) Degree Specialities, Employment Fields, and Biographical Characteristics; (3) Primary Work Activities and Types of Employers; (4) Regional Location and Salaries; and (5) U.S. Government Funding Sources. Appended is the survey questionnaire used to gather these data and a list of doctoral degree specialties and employment fields. Most of the data are presented in tabular form with explanatory discussion in the text. A section presenting a summary of the data is given. (MR)

Surveys concerned with salaries of scientists, engineers, and technicians have been compiled in this report; sources of the original surveys include agencies and departments of the federal government, professional scientific and engineering societies, educational associations, magazine publishers, and other professional organizations. Data are reported in tables organized under the following categories: starting salaries, salaries of experienced scientific and technical personnel, salaries of engineers, federal salaries, and academic salaries. The base and time period for each table are noted with the table and/or in the introductory statement for the section in which it appears. No attempt has been made to evaluate the relative reliability of the samples. The source of the data is given at the beginning of each table, and full bibliographic information for all sources is provided at the end of the report. (Author/DT)

This guide is intended to help school administrators, members of school district governing boards, architects, and engineers objectively evaluate school lighting systems. The California school lighting design and evaluation procedure described provides a step-by-step design method that, when used properly, results in balanced lighting for school facilities. The procedure also provides for a separate assessment and rating for visual performance and visual comfort, making possible calculated options between these two basic lighting design factors. Basically, this document is a designing tool for engineers with specific responsibility for illumination. Metric equivalents in parentheses are included in parts of the text. The appendixes contain formulas for calculating the measures presented in the text, worksheets, a completed sample form, and a computer printout of a proposed lighting system. A glossary contains terms, abbreviations, and symbols used in the text. (Author/MLF)

Focusing on engineering and related occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include aerospace engineers, agricultural engineers, biomedical engineers, ceramic engineers, chemical engineers, civil engineers, electrical engineers, industrial engineers, mechanical engineers, metallurgical engineers, mining engineers, petroleum engineers, broadcast technicians, drafters, engineering and science technicians, and surveyors. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

Presented are social, educational, and job-related characteristics of a select group of scientists, engineers and other highly-trained persons in the United States. Eight major fields (computer specialists, engineers, mathematical specialists, life scientists, physical scientists, environmental scientists, psychologists, and social scientists) are used to categorize 17 detailed fields of science or engineering. The report provides highlights of findings, a summary of results, a discussion of the sample and statistical considerations, the questionnaire used, and a section on definitions and explanations. Data for the document were obtained from the 1976 National Survey of Natural and Social Scientists and Engineers sponsored by the National Science Foundation and conducted by the Bureau of the Census. (RE)

Information on the 1979 employment activities of 1977 graduates with bachelor's and master's degrees in science and engineering (S/E) fields is presented. Trends in cohort size are analyzed to provide a historical perspective for the survey findings. Factors causing employment levels to be lower than the cohort size as S/E graduates made the transition from school to work are summarized, and the employment patterns of S/E graduates who are employed in S/E jobs and the implications of these patterns are examined. Among the findings are the following: employment in S/E jobs was obtained by about one-half of the bachelor's degree-holders and about three-fourths of the master's degree-holders; employment in part-time and non-S/E jobs occurs among only about one-sixth of the degree-holders in the labor force; while about 9 out of 10 of the engineering and computer science graduates were working in S/E jobs, only about 1 in 5 of the social science degree-holders were so employed; employment opportunities for recent S/E graduates have shifted toward jobs in industry and with the federal government; in general, the S/E utilization rates for men were higher than those for women at both the bachelor's and master's level; most of the differences in utilization rates can be attributed to concentrations of men or women in particular fields (men predominate in engineering and women in the social sciences); R&D activities continue to be the primary work of about one-third of scientists and engineers with recently acquired bachelor's and master's degrees. Salary information is also analyzed. (SW)

An analysis of salary differentials shows that although women and racial or ethnic minorities in the federal Civil Service science and engineering workforce earn less than their male and white counterparts, the differentials are much less than those shown by other studies for other occupations in the economy. These results show that: (1) salary differentials are lower among scientists and engineers regardless of sector of employment; (2) differentials between men and women and among racial/ethnic groups in all occupations are narrower within the Civil Service than outside it; or (3) the differentials are narrower for federally employed scientists and engineers than for this workforce in other sectors. Numerous charts, graphs, and tables illustrate this report, and technical notes and formulas are included. (Author/MSE)

The data presented in these tabulations are based on the 1976 National Science Foundation survey of scientific and engineering personnel employed at universities and colleges. The data are contained in 60 statistical tables organized under the following broad headings: trends; type of institution; field, employment status, control, educational attainment, function, and sex; 50 leading universities; geographic distribution; research and development; Ph.D. technicians employed in the sciences and engineering; and summary data from survey questionnaires. (BB)

This publication provides data on scientific and engineering (S/E) personnel employed in private industry, which employs about 75 percent of the total work force and over 60 percent of the work force of scientists and engineers. Information on the supply, training, employment, and other personal and professional characteristics of S/E personnel is provided, by detailed occupational field and industry. (CS)

Statistical information dealing with the employment of scientists and engineers with master's degrees is provided within this report. Findings are summarized of a research effort aimed at developing estimates of the size of the population with master's degrees in science and engineering fields by sex and field for the period 1960-1978. Also included within the report is a description of the methods and data used to develop these estimates. (CS)