[Federal Register Volume 88, Number 43 (Monday, March 6, 2023)]
[Notices]
[Pages 13813-13815]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[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 www.regulations.gov 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 www.regulations.gov via the web form accessed by 
following the ``Submit a Formal Comment'' link.

FOR FURTHER INFORMATION CONTACT: Questions may be submitted to 
[email protected] 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

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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 
(https://science.osti.gov/Initiatives/QIS), including establishing 5 
National QIS Research Centers (NQISRC) (https://science.osti.gov/Initiatives/QIS/QIS-Centers/), 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 (https://science.osti.gov/wdts/STEM-Resources/Quantum-Workforce-Development-in-DOE) 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: https://science.osti.gov/wdts). 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 https://science.osti.gov/-/media/wdts/excel/Appendix---Undergraduate-and-Graduate-Essential-QIS-Skills.xlsx. 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:

 Certificate
 Associate Degree
 Bachelor's Degree
 Master's Degree
 Doctoral Degree
 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 https://science.osti.gov/-/media/wdts/excel/Appendix---Undergraduate-and-Graduate-Essential-QIS-Skills.xlsx.
    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.

 Apply existing algorithms to specific problems
 Apply statistical methods for data analysis
 Code
 Debug code
 Implement existing algorithms on hardware
 Troubleshoot experiments in the laboratory
 Understand cryogenic systems
 Understand the Hamiltonian description of a system
 Use electronics to control and power hardware
 Use qubit hardware


[[Page 13815]]


    (3b) Top ten skills essential for a graduate student to obtain a 
position in QIS.

 Apply statistical methods for data analysis
 Code
 Debug code
 Develop new algorithms
 Troubleshoot experiments in the laboratory
 Understand cryogenic systems
 Understand material properties relevant to specific hardware
 Understand the Hamiltonian description of a system
 Use electronics to control and power hardware
 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

 Apply statistical methods for data analysis
 Apply existing algorithms to specific problems
 Code
 Implement existing algorithms on hardware
 Understand the Hamiltonian description of a system
 Use qubit hardware

Lab-Based Experiences, e.g., Internships

 Debug code
 Troubleshoot experiments in the lab
 Understand cryogenic systems
 Use electronics to control and power hardware

    (4b) Possible training opportunities at national laboratories for 
graduate students.

Short Courses/Summer Schools

 Apply statistical methods for data analysis
 Code
 Debug code
 Understand the Hamiltonian description of a system

Lab-Based Experiences, e.g., Internships

 Develop new algorithms
 Troubleshoot experiments in the lab
 Understand cryogenic systems
 Understand material properties relevant to specific hardware
 Use electronics to control and power hardware
 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):
     Recognizing completion for a short course/summer school 
offered by DOE national laboratories as a proof of knowledge and skill 
acquisition.
     Giving credits for a short course/summer school offered by 
DOE national laboratories.
     Accepting laboratory-based research internships as an 
alternative Capstone project for a course at home institution.
     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):
     Offering a series of open source, online, short courses on 
QIS fundamentals developed by DOE scientists and engineers.
     Supporting faculty with research and training 
opportunities at DOE laboratories to build knowledge and teaching 
capacity.
     Having DOE scientists/engineers provide special topic 
lectures at a university.
     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

     Access to the unique QIS equipment, facilities, and 
instruments available at the DOE national labs .
     Working side-by-side with world leading QIS experts.
     Working in a multi-disciplinary team to solve complex 
real-world problems.
     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:
     Academic level (undergraduate or graduate);
     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