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Expectations on and of our graduates Eric Grimson, Dept. Head, EECS Duane Boning, Assoc. Dept. Head, EECS Massachusetts Institute of Technology Based in part on CRA (Computing Research Association) presentation, summer 2008

Hypothesis: Expectations on our graduates are changing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Where are the jobs in general? ,[object Object],[object Object],Source: BLS

Where are the jobs in general? ,[object Object],Conclusion: Large growth projected into the future.* ,[object Object],[object Object],* Projections prior to current recession Source: BLS

Does industry value our graduates? ,[object Object],1 3 2 4

MIT 2008 Average UG & Masters Starting Salaries

Industry needs our students, but do our students need industry? ,[object Object],[object Object],[object Object],[object Object],[object Object],Conclusion: Range of industrial positions is broader than traditional EE & CS industry of 20 years ago Undergraduate careers 0 5 10 15 20 25 30 35 40 Grad school Large firms Start ups Other Service Percentage

Is this true for PhD graduates as well? Where do they go? ,[object Object],[object Object],[object Object],[object Object],Kinds of industry jobs 0 10 20 30 40 50 60 70 80 90 100 Large IT Small IT Startup Finance Consulting Legal Number

MIT 2008 Average PhD Starting Salaries

Academic vs. Industry Path for PhDs? ,[object Object],[object Object],[object Object],Source: CRA Taulbee, year of graduation

Who hires CE/CS PhD students (by numbers)? ,[object Object],[object Object],[object Object],Source: CRA Taulbee, year of graduation Conclusion: Industry is the major employer of PhD graduates as well as BS/MS graduates

Challenge: Preparing students for a diverse market & varied career paths ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

So what does industry need? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What do our graduates find they actually need? ,[object Object],[object Object],[object Object],[object Object],[object Object],Most Important

How much do we contribute to our students growth? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],How well did you acquire 0 1 2 3 4 5 New skills on own Formulate new ideas Synthesize ideas Communicate oral Work on team Write effectively Self confidence In depth knowledge Lead groups Quantitative skills

So what else does industry need? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Conclusion: There is a wide range of industrial needs and a wide range of technical skills -- too much to expect of any single student

Hypothesis: Not possible, or even preferable, to teach “everything” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Conclusion: We need to consider new models of curricular content and delivery

Some possible options for handling explosion of knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Move to a professional degree ,[object Object],[object Object],[object Object],[object Object],[object Object]

Preserve the current curriculum but change the examples ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Move to new kinds of degrees ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

An example: MIT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

An example: Georgia Tech CS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What about the expectations of our students? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Suggestion: We should pay attention to changing interests and needs of our students

Adding elements to existing curricula to meet emerging needs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Challenges to academia ,[object Object],[object Object],[object Object],[object Object]

Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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