b.  An abrupt change in security threats calls for an abrupt 35 percent2 DOD budget increase over that in 2.a above.

c.  A peace dividend calls for reallocating 25 percent3 of the DOD budget in 2.a to other national needs.

3.  Assess the limitations in meeting the above workforce needs and the forces shaping those limitations.

4.  Estimate the fraction of the above workforce needs that will not be met by the civilian educational enterprise without supplemental DOD intervention. Where and how should DOD invest to achieve its workforce need?

5.  Given the unpredictability of: scientific and technological change; levels and trajectory of DOD budgets; advancements and emerging threats; and the historical inadequacy of past projections of future workforce needs—How can the DOD ensure an adequate workforce capability for itself and its defense contractors in the future?

The workshop included discussions by five individual panels, each focusing on one of the questions listed above. Starting off each of the five panel sessions, an invited speaker(s) gave an introductory talk designed to provide an overview of the topic or to otherwise stimulate the discussion by offering thought-provoking comments or introducing a few key ideas. Then, each of the four panelists assigned to the panel on a particular question was given 10 minutes to address the topic. The panels were chosen to offer a broad range of views from the public sector and the private sector, including major defense contractors, and from nongovernmental organizations (NGOs), all of whom are stakeholders in the future STEM workforce. At the conclusion of their prepared remarks, the panelists fielded questions from the session moderators, who were members of the NRC committee, as well as from other NRC committee members in attendance and from workshop participants.

The workshop included two keynote presentations. One presentation was made by the president of the National Academy of Engineering to introduce the topic through a discussion of the supply of scientists and engineers entering the workforce nationwide. The other presentation provided the opportunity for the workshop to hear from the sponsor, the Assistant Secretary of Defense for Research and Engineering.

The report includes, in Chapter 2, a discussion of what the committee believes to be the key points raised by workshop participants. Chapter 3 then presents a summary of the keynote presentations, and Chapter 4 offers summaries of the panel discussions, including the introductory talks and the question-and-answer period that ensued. Chapter 5 summarizes the concluding session of the workshop.

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2Roughly the percent increase, in real terms, in DOD spending from FY 2001 to FY 2005 following the events of September 11, 2001; compare also the 25 percent increase from FY 1982 to FY 1989. (SOURCE: Office of Management and Budget. Historical Tables. Available at http://www.whitehouse.gov/omb/budget/Historicals. Accessed June 17, 2011.)

3Roughly the percent decrease, in real terms, in DOD spending from FY 1990 to FY 2000 following the end of the Cold War. (SOURCE: Office of Management and Budget. Historical Tables. Available at http://www.whitehouse.gov/omb/budget/Historicals. Accessed June 17, 2011.)



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