Notice2023-04520
Preparing a Future Workforce in Quantum Information Science
Primary source
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Published
March 6, 2023
Issuing agencies
Energy Department
Abstract
The rapidly emerging field of Quantum Information Science (QIS) has the potential to produce innovations in quantum computing, simulation, communication, sensing and other technologies which are critical to our nation's future economic and national security. As a new and strongly technology-oriented field, QIS requires a well-trained workforce to fill positions ranging from research and development to design and manufacturing. The Office of Science in the U.S. Department of Energy (DOE) invites input from higher education institutions on approaches needed to prepare students for careers related to QIS, including identification of opportunities where DOE's network of national laboratories could assist in training the future scientific and technological QIS workforce. Higher education institutions, including public and private universities, Historically Black Colleges and Universities (HBCUs), Minority Serving Institutions, community colleges, and emerging research institutions (defined as "an institution of higher education with an established undergraduate or graduate program that has less than $50,000,000 in Federal research expenditures" [CHIPS and Science Act]), are especially encouraged to provide input.
Full Text
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<title>Federal Register, Volume 88 Issue 43 (Monday, March 6, 2023)</title>
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[Federal Register Volume 88, Number 43 (Monday, March 6, 2023)]
[Notices]
[Pages 13813-13815]
From the Federal Register Online via the Government Publishing Office [<a href="http://www.gpo.gov">www.gpo.gov</a>]
[FR Doc No: 2023-04520]
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DEPARTMENT OF ENERGY
Preparing a Future Workforce in Quantum Information Science
AGENCY: Office of Science, Department of Energy.
ACTION: Request for information (RFI).
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SUMMARY: The rapidly emerging field of Quantum Information Science
(QIS) has the potential to produce innovations in quantum computing,
simulation, communication, sensing and other technologies which are
critical to our nation's future economic and national security. As a
new and strongly technology-oriented field, QIS requires a well-trained
workforce to fill positions ranging from research and development to
design and manufacturing. The Office of Science in the U.S. Department
of Energy (DOE) invites input from higher education institutions on
approaches needed to prepare students for careers related to QIS,
including identification of opportunities where DOE's network of
national laboratories could assist in training the future scientific
and technological QIS workforce. Higher education institutions,
including public and private universities, Historically Black Colleges
and Universities (HBCUs), Minority Serving Institutions, community
colleges, and emerging research institutions (defined as ``an
institution of higher education with an established undergraduate or
graduate program that has less than $50,000,000 in Federal research
expenditures'' [CHIPS and Science Act]), are especially encouraged to
provide input.
DATES: Responses to the RFI must be received by April 20, 2023.
ADDRESSES: DOE is using the <a href="http://www.regulations.gov">www.regulations.gov</a> system for the
submission and posting of public comments in this proceeding. All
comments in response to this RFI are, therefore, to be submitted
electronically through <a href="http://www.regulations.gov">www.regulations.gov</a> via the web form accessed by
following the ``Submit a Formal Comment'' link.
FOR FURTHER INFORMATION CONTACT: Questions may be submitted to
<a href="/cdn-cgi/l/email-protection#e69585c891829295a695858f83888583c8828983c8818990"><span class="__cf_email__" data-cfemail="a4d7c78ad3c0d0d7e4d7c7cdc1cac7c18ac0cbc18ac3cbd2">[email protected]</span></a> or Ping Ge at (202) 287-6490.
SUPPLEMENTARY INFORMATION:
Background
QIS is a rapidly developing area of science and technology (S&T)
and advances in this area have the potential of profoundly impacting
the U.S. economy and national security, through innovations in quantum
computing, simulation, communication, and sensing. Recognizing the
great potential of QIS, and aware of the growing
[[Page 13814]]
international competition in this promising new area of S&T, Congress
passed the National Quantum Initiative Act in 2018. DOE's Office of
Science (SC) is an integral partner in the National Quantum Initiative
(NQI) and has supported a range of research programs in QIS since 2016
(<a href="https://science.osti.gov/Initiatives/QIS">https://science.osti.gov/Initiatives/QIS</a>), including establishing 5
National QIS Research Centers (NQISRC) (<a href="https://science.osti.gov/Initiatives/QIS/QIS-Centers/">https://science.osti.gov/Initiatives/QIS/QIS-Centers/</a>), as well as single- and multi-
investigator research projects.
As part of the 2021 Consolidated Appropriations Act, Congress
directed DOE to establish a working group comprised of representatives
from SC, DOE national laboratories, and universities to assess how to
assist institutions of higher education in developing curricula to
promote the next generation of scientists working in QIS at all levels,
ranging from the manufacture and troubleshooting of quantum information
devices, to the design, research and development of novel QIS
technologies and fundamental science. A workshop (<a href="https://science.osti.gov/wdts/STEM-Resources/Quantum-Workforce-Development-in-DOE">https://science.osti.gov/wdts/STEM-Resources/Quantum-Workforce-Development-in-DOE</a>) was held in early 2021 which recognized that two communities
should contribute to curriculum development for QIS, the ``demand
side'' and the ``supply side.'' The demand side is composed of
industries supporting development and manufacturing of technologies
based on QIS, as well as government laboratories and universities
conducting research and development in QIS. It is in this demand side
that DOE has its most important role. The 17 DOE national laboratories
are a large and growing employer of QIS scientists, engineers, and
technical professionals. The supply side is primarily composed of
degree-granting institutions and the National Science Foundation (NSF),
which directly supports educational research. In addition to DOE's role
in defining the knowledge base, skills, and experience needed to
participate in DOE-funded QIS activities, DOE contributes to the supply
side via the training of QIS scientists, engineers, and technical
professionals through DOE's portfolio of research internships, summer
schools, and fellowships for all educational levels, ranging from high
school to established faculty (see for example: <a href="https://science.osti.gov/wdts">https://science.osti.gov/wdts</a>). In addition, students receive training as part
of QIS research supported by DOE, including the NQISRCs and single- and
multi-investigator research projects. Guided by the understanding of
DOE's dual role in both the demand side and supply side, SC surveyed
QIS experts from across the DOE national laboratories to identify: (1)
the essential skills needed for preparing students for future QIS
careers and (2) potential approaches in which the national laboratories
could assist educational institutions with developing those skills.
Their responses form the basis of the input requested in questions 3
and 4 below and are summarized in the document at <a href="https://science.osti.gov/-/media/wdts/excel/Appendix---Undergraduate-and-Graduate-Essential-QIS-Skills.xlsx">https://science.osti.gov/-/media/wdts/excel/Appendix---Undergraduate-and-Graduate-Essential-QIS-Skills.xlsx</a>. Based on these findings, SC now
seeks input from higher education institutions to gain further
understanding of how SC resources, especially at the DOE national
laboratories, can uniquely contribute to preparing a future QIS
workforce in partnership with educational institutions.
This RFI seeks input from higher education institutions on the
state and needs of current educational and training programs for
supporting the preparation of scientists, engineers, and technical
professionals in QIS. Specifically, the DOE Office of Science seeks
feedback on which essential skills required for training a new QIS
workforce are likely to be provided by higher education institutions,
and which could be provided or enriched by training opportunities and
resources at DOE national laboratories. Higher education institutions
include public and private universities, Historically Black Colleges
and Universities (HBCUs), Minority Serving Institutions (MSIs),
community colleges, and emerging research institutions.
Informed by the feedback collected from this RFI, the DOE Office of
Science will develop a plan to complement workforce development
training provided by higher education institutions in preparing their
students for a future workforce in QIS. This plan will augment DOE's
existing portfolio of research internships, summer schools, and
fellowships for all educational levels, ranging from high school to
established faculty.
Questions for Input
This RFI will provide a foundation for DOE to develop a plan to
complement training provided by higher education institutions to
prepare students for a future scientific and technological workforce in
QIS. The RFI is a solicitation for public input to help identify
approaches through which DOE can contribute to the training of students
for future careers in QIS. Higher education institutions, including
public and private universities, HBCUs, MSIs, community colleges, and
emerging research institutions, are especially encouraged to provide
input.
Responses are requested for the 8 questions listed below.
Respondents may provide input regarding any or all of these questions.
Each response should be numbered to match the specific question listed.
(1) Briefly describe the types of training related to QIS offered
at your institution at the undergraduate and/or and graduate levels,
including coursework and research experiences.
(2) Does your institution offer degrees specific to QIS or QIS-
related fields? Consider each of the following degree types in your
response, and specify for which QIS or QIS-related field(s) the degree
type is offered:
<bullet> Certificate
<bullet> Associate Degree
<bullet> Bachelor's Degree
<bullet> Master's Degree
<bullet> Doctoral Degree
<bullet> Other Degree (please specify)
(3) The lists below describe the top ten skills needed for (3a)
undergraduate students and (3b) graduate students who are preparing for
careers in QIS, as identified in a survey of QIS experts at DOE
national laboratories. The detailed description for each skill at a
specific academic level can be found at <a href="https://science.osti.gov/-/media/wdts/excel/Appendix---Undergraduate-and-Graduate-Essential-QIS-Skills.xlsx">https://science.osti.gov/-/media/wdts/excel/Appendix---Undergraduate-and-Graduate-Essential-QIS-Skills.xlsx</a>.
For each skill and academic level, please identify those that are
offered by your institution (O), not offered by your institution with
no interest to offer in the future (N), not currently offered by your
institution but planned to be offered in the future (F), or not offered
by your institution due to resource constraints (RC) such as lack of
people (time/expertise) or equipment.
(3a) Top ten skills essential for an undergraduate student to
obtain a position in QIS.
<bullet> Apply existing algorithms to specific problems
<bullet> Apply statistical methods for data analysis
<bullet> Code
<bullet> Debug code
<bullet> Implement existing algorithms on hardware
<bullet> Troubleshoot experiments in the laboratory
<bullet> Understand cryogenic systems
<bullet> Understand the Hamiltonian description of a system
<bullet> Use electronics to control and power hardware
<bullet> Use qubit hardware
[[Page 13815]]
(3b) Top ten skills essential for a graduate student to obtain a
position in QIS.
<bullet> Apply statistical methods for data analysis
<bullet> Code
<bullet> Debug code
<bullet> Develop new algorithms
<bullet> Troubleshoot experiments in the laboratory
<bullet> Understand cryogenic systems
<bullet> Understand material properties relevant to specific hardware
<bullet> Understand the Hamiltonian description of a system
<bullet> Use electronics to control and power hardware
<bullet> Use laser systems
(4) The below list summarizes the responses to the survey by QIS
experts across the DOE national laboratories about potential training
opportunities that could be provided at national laboratories. As DOE
begins to develop internships and other training programs specifically
designed for QIS, input is needed on activities that would be most
valuable to the students and complement training offered at your
institutions. For (4a) undergraduate and (4b) graduate students, please
identify: (1) how useful the proposed training opportunities at the DOE
national laboratories would be in assisting your institution in
equipping students with essential skills for the future QIS workforce
(High, Medium, or Low) and (2) the likelihood of your institution
encouraging student participation in the proposed opportunities, if
they were offered by the DOE national labs (Likely, or Unlikely).
(4a) Possible training opportunities at national laboratories for
undergraduate students.
Short Courses/Summer Schools
<bullet> Apply statistical methods for data analysis
<bullet> Apply existing algorithms to specific problems
<bullet> Code
<bullet> Implement existing algorithms on hardware
<bullet> Understand the Hamiltonian description of a system
<bullet> Use qubit hardware
Lab-Based Experiences, e.g., Internships
<bullet> Debug code
<bullet> Troubleshoot experiments in the lab
<bullet> Understand cryogenic systems
<bullet> Use electronics to control and power hardware
(4b) Possible training opportunities at national laboratories for
graduate students.
Short Courses/Summer Schools
<bullet> Apply statistical methods for data analysis
<bullet> Code
<bullet> Debug code
<bullet> Understand the Hamiltonian description of a system
Lab-Based Experiences, e.g., Internships
<bullet> Develop new algorithms
<bullet> Troubleshoot experiments in the lab
<bullet> Understand cryogenic systems
<bullet> Understand material properties relevant to specific hardware
<bullet> Use electronics to control and power hardware
<bullet> Use laser systems
(5) Are there mechanisms (either formal or informal) by which your
institutions could acknowledge the participation in a training activity
at DOE national laboratories? Please select all mechanisms that apply
to your institution(s):
<bullet> Recognizing completion for a short course/summer school
offered by DOE national laboratories as a proof of knowledge and skill
acquisition.
<bullet> Giving credits for a short course/summer school offered by
DOE national laboratories.
<bullet> Accepting laboratory-based research internships as an
alternative Capstone project for a course at home institution.
<bullet> Other (please explain).
(6) Through what approaches can DOE best support institutions in
adding QIS content to existing curriculum or offering new courses in
Quantum areas? Please rank the approaches that you select, including
other approaches you have added.
Please select all approaches that apply to your institution(s):
<bullet> Offering a series of open source, online, short courses on
QIS fundamentals developed by DOE scientists and engineers.
<bullet> Supporting faculty with research and training
opportunities at DOE laboratories to build knowledge and teaching
capacity.
<bullet> Having DOE scientists/engineers provide special topic
lectures at a university.
<bullet> Other (please explain).
(7) The hands-on training opportunities at the DOE national
laboratories, such as laboratory-based experiences and short courses on
technical knowledge and skills, offer students and faculty unique
possibilities for their professional development and career preparation
that are often not available at home institutions. Please indicate to
what extent (High, Medium, or Low) the opportunities listed below can
contribute to preparing your students to enter the future QIS
workforce.
Benefits for Preparing Students
<bullet> Access to the unique QIS equipment, facilities, and
instruments available at the DOE national labs .
<bullet> Working side-by-side with world leading QIS experts.
<bullet> Working in a multi-disciplinary team to solve complex
real-world problems.
<bullet> Test-driving career options and building network with
scientific, technical, and administrative staff at the DOE national
labs.
(8) Please describe any additional types of training opportunities
that DOE might provide or identify any models that you are aware of
that could be used for preparing students at your institution to enter
the future QIS workforce. For each opportunity or model, please include
the following information:
<bullet> Academic level (undergraduate or graduate);
<bullet> Description of the opportunity or model, and if there is
an existing program that provides such an opportunity (please provide
name and website of existing program, if available).
Comments containing references, studies, research, and other
empirical data that are not widely published should include copies of
the referenced materials. Note that comments will be made publicly
available as submitted.
Signing Authority
This document of the Department of Energy was signed on February
22, 2023, by Asmeret Asefaw Berhe, Director, Office of Science,
pursuant to delegated authority from the Secretary of Energy. The
document with the original signature and date is maintained by DOE. For
administrative purposes only, and in compliance with requirements of
the Office of the Federal Register, the undersigned DOE Federal
Register Liaison Officer has been authorized to sign and submit the
document in electronic format for publication, as an official document
of the Department of Energy. This administrative process in no way
alters the legal effect of this document upon publication in the
Federal Register.
Signed in Washington, DC, on March 1, 2023.
Treena V. Garrett,
Federal Register Liaison Officer, U.S. Department of Energy.
[FR Doc. 2023-04520 Filed 3-3-23; 8:45 am]
BILLING CODE 6450-01-P
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