by David E. Henderson

The journal Science recently reported that the two primary sources for graduate students in science and technology at American universities are schools in China. South Korea is poised to take over third place within a few years.

Overall, two-thirds of American science and engineering graduate students are foreign students. Add to that the fact that the United States depends on immigrants for 25 percent of its medical doctors and it's clear that this country has outsourced science education just as it has outsourced manufacturing and call centers.

For decades, American universities have attracted the best and brightest from around the world. The U.S. has been able to siphon the best minds from other countries to staff our research labs and engineer our technological society. This has been a wonderful thing for all concerned. Foreign students stayed and brought their skills. Meanwhile, Americans did not need to undergo the rigors of a science education and could make a good living selling things to one another. Everyone benefited.

Unfortunately, this era is ending. The rapid growth of China and India has led increasing numbers of foreign scientists to leave the U.S. Their home countries offer exciting professional opportunities and salaries without the need for them to leave the comforts of their families and cultures. Soon, the influx of imported graduate students will no longer be sufficient to meet this country's needs. In fact, countries are paying American universities to clone themselves overseas so students don't need to come here to study.

The pipeline for science education takes 20 years or more to complete. If the U.S. waits until the shortage of scientists and engineers becomes critical, it will take 20 years to fix the problem. A more sensible approach would be to begin now to make the changes that will keep the U.S. in the forefront of science and technology.

First, the qualifications for teaching at all levels must be raised. I have worked with many teachers over the years and am amazed at their commitment to their students. I have worked with Hartford teachers who spend their own money to buy supplies not provided by the public school system. But commitment is not enough.

Teachers must be paid enough to attract the best and brightest. Germany requires high school teachers to have two master's degrees, including one in the area in which they teach. Simply put, teachers with more education are better at what they do.

Second, the U.S. needs to make science education a national priority, both in terms of teacher training and curriculum. We did this in the 1950s after Sputnik and we can do it again. If we don't start now, we will suffer another shock like the Russians beating us in the race to space. Students in my college classroom rarely know the opportunities and rewards of a science career. They don't know that graduate students studying science receive a salary. All middle school students should know this so they will gain the skills in math and science necessary for further study.

Third, the U.S. needs to raise the pay for scientists and engineers so that they are more competitive with investment bankers and stockbrokers whose jobs require far less education. Science salaries have been depressed for decades because of the influx of foreign workers. Talented immigrants have done much to enrich this nation, but the supply is drying up and they can't be replaced simply by waving a magic wand. We can wait for the crisis to occur or act now to prevent it. For the sake of this nation, we ought to act now.

David E. Henderson is professor of chemistry at Trinity College.