The State of CS in the US as seen from Illinois

The Bad News Fewer students start CS studies crash of the .com boom in the early 2000’s fear of offshoring self-confidence crisis and image/fashion problem It is important to note that a steep drop in degree production among CS departments has happened before. According to NSF, between 1980 and 1986 undergraduate CS production nearly quadrupled to more than 42,000 degrees. This period was followed by a swift decline and leveling off during the 1990s, with several years in which the number of degrees granted hovered at around 25,000. During the late 1990s, CS degree production again surged to more than 43,000 in 2001.[2] In light of the economic downturn and slow job growth during the early 2000s, another decline in CS degree production was foreseeable. Sep-18

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source Computer Research Association (www.cra.org) Sep-18

The not so Bad News Top departments did not see significant declines IT employment is at record high Top companies complain that they are not able to fill jobs Salaries for graduating CS students are higher than for other engineering disciplines Offshoring has had only limited impact and is not likely to hurt US IT economy (ACM globalization report -www.acm.org/globalizationreport/) but adjustments in skills are needed n the 2002-2012 report, BLS estimated that 1.15 million new jobs would be created– a 35 percent growth rate. Total job openings (new jobs plus openings created in order to replace workers who leave their jobs) were estimated at 1.6 million. In comparison, the report for 2004-2014 forecasts a lower growth rate in new jobs (30.5 percent), fewer new jobs (1.04 million, or 10 percent lower than for 2002-2012) and fewer total openings (1.49 million, or 7 percent lower than its previous report). The reduced growth projections made for IT in the 2004-2014 report come on top of the significantly lower expectations BLS gave in its report for 2002-2012. In that, BLS cut back its projections significantly compared to what it had predicted in the report for 2000-2010. The estimated number of new jobs was lowered 47 percent from what had been predicted for 2000-2010 (2.16 million versus 1.15 million). As a result, the growth rate fell from 65.8 percent to 35.2 percent. The estimated total openings also were lowered, from 2.49 million to 1.6 million. (See a 2004 CRN article about this by John Sargent: http://www.cra.org/CRN/articles/may04/sargent.html). Even when these declines are factored in, BLS still estimates that the number of new IT jobs will increase at more than twice the rate of total new jobs between 2004 and 2014 (30.5 percent versus 13 percent), accounting for 1 in 19 new openings and adding a million new workers. Sep-18

Big Variations are not New It is important to note that a steep drop in degree production among CS departments has happened before. According to NSF, between 1980 and 1986 undergraduate CS production nearly quadrupled to more than 42,000 degrees. This period was followed by a swift decline and leveling off during the 1990s, with several years in which the number of degrees granted hovered at around 25,000. During the late 1990s, CS degree production again surged to more than 43,000 in 2001.[2] In light of the economic downturn and slow job growth during the early 2000s, another decline in CS degree production was foreseeable. Sep-18

IT employment grows faster than total employment Sep-18

…and is Predicted to Continue so Sep-18

The PhD Production is More Stable Sep-18

PhD Production is Growing Enrollments tend to grow when economy is less good Enrollments less sensitive to US economy Sep-18

Fraction of Foreign CS/CE Students is Stable (May decline as China and India improve their education) Sep-18

CS is becoming less Popular among Women Fraction of female students in CS and CE in Science and Engineering Reasons are not clear Sep-18

Federal Funding of CS Research x1000 Funding per faculty in academia has declined Research labeled as basic is becoming more applied source NSF Sep-18

What is CS, Anyhow? Constraints on Information systems Foundations Applications Mathematics of computation Physical Sciences (scientific computing, Science informatics) Physical Sciences Biological Sciences (computational bio, Bioinformatics) Social Sciences Computer & Information Science & Engineering Economics Computer architecture, Systems & Networking, DB & Information systems, AI (machine learning, vision, robotics…) Graphics & HCI Software Engineering… Social Sciences (social informatics, social networking) Law Art & Leisure (digital art, gaming) … Business Core Disciplines Sep-18

Where is CS? A broad view of CS includes research & education done by different departments and programs in the US: Computer Science, Computer Engineering, Information Science… Interdisciplinary research and education with other departments is increasingly important Sep-18

Organizational Models CS (CSE), EE (ECE), IS as standalone units CS usually in College of Science (U Washington, UT Austin); sometimes in College of Engineering (Stanford, UIUC) Boundary between CS (CSE) and EE (ECE) varies CS+ECE in one department in College of Engineering MIT, Berkeley, Michigan CS as part of College of Informatics Cornell, CMU, Georgia Tech, UCI Growing model Sep-18

Globalization Economies are integrated; companies become international; research and knowledge creation are global endeavors; how should this impact CS Research and Education? Need to educate a global workforce (international curriculum, student exchanges…) Need to strengthen international research collaborations Sep-18

THE END Sep-18

BACKUP Sep-18

What is CS, Anyhow? The study of the theoretical foundations of information and computation and their implementation and application in computer systems (Computer Science) The study of how people create, access and share information and the design of systems that augment these activities with automation (Informatics) Sep-18

Who is Funding R&D in the US Sep-18

And Who is Spending the Money Sep-18

Sep-18

Faculty Growth Top 36 CS Departments Sep-18

What Research is Done in CS? Sep-18

Increasing work done at the interaction of CS and application areas Physical constraints become less important, as compared to social, legal and economic constraints May need CS students that study psychology & sociology, rather than physics Increasing work done at the interaction of CS and application areas Need strong support for interdisciplinary research and education (e.g., bioinformatics, media…) Sep-18

More Trends Experimental sciences (and administration & business) generate massive amounts of information; the core problem becomes generating knowledge from data Data management and knowledge discovery become more important Massive amounts of information also open new opportunities for CS, e.g. in NLP. Computing systems become complex, distributed and dynamic; they interact with the physical world and mediate the interactions of large communities The study of the design of complex systems becomes important; systems are studied with the physical world and humans in the loop (sensor networks; social computing) Society is increasingly dependent on unreliable and insecure software systems Trustworthy computing becomes essential; new approaches to software verification, validation and testing, and new system integration methodologies are likely to have a major impact Sep-18