{\noindent {\bf IV. ASSESSMENT OF NEED AND DEMAND}}

\medskip

{\it A.  What national, state or local data support the need for
more people to be prepared in this program at this level?  (This
may include national, state or local plans or reports that support
the need for this program; demand for the proposed program which
has enated from a perceived need by agencies or industries in
your service area; and summaries of prospective student
inquiries.)  Indicate potential employment options for graduates
for the program.  If similar programs exist in the state, provide
data that support the need for an additional program.
}

\medskip

{\bf IV-A.} In considering the feasibility of this program, FSU has
been able to make use of a host of state and national studies on the changing
nature of the work-force and the need for new graduate training
opportunities.  In November of 1999, FSU held a workshop that examined
the general role of computational science and information technology
across a wide range of
scientific enterprises and in graduate education.  Additionally, FSU
faculty working on the feasibility study have sought the advice and guidance of
a number of faculty at other institutions and with government and
industry leaders who are potential employers for the graduates of
this program.

\medskip

Enterprise Florida, Inc. in their Sector Strategy Discussion Paper
on Information Technology Products and Services in Florida
provided an estimate on the impact of Information Technology on
the Florida Economy.  They point out several common misconceptions about
information technology and its development that are relevant to
this effort.  These include:

\begin{itemize}
\item The sweep of digital technologies and the transformation to
a knowledge-based economy have created a robust demand for workers
highly skilled in the use of information technology.  In the past
ten years alone, employment in the U.S. computer and software
industries has almost tripled.  The demand for workers who can
create, apply and use information technology goes beyond these
industries, cutting across manufacturing and services,
transportation, health care, education and government.

\item
\end{itemize}

\medskip

This same dynamic is occurring in the application of high
performance computing to science and engineering.  In these
endeavors modern computers and detection equipment are producing
simulation and/or raw data at tremendous rates.   This is
forcing scientists and engineers to push the envelop by developing
and applying new information technology techniques to their problems.

Consequently, part of the role of the CSIT program is to train students
who are able to assimilate the results of advanced information technology
research from computer science and mathematics and apply them to the problems
in their disciplines.  Consequently, the goal is to train leaders
in the application of information technology to science and
engineering problems.

\medskip

A recent study published by Efstratios Gallopoulos and
Ahmed Sameh entitled "Computational Science and Engineering:
Content and Product" in CSE Magazine. (need reference).  Their
views of the educatiional offerings helped motivate the design of
the CSIT program.  A few of their points are worth noting:

\medskip

\begin{itemize}

\item Students in science and engineering receive at least
introductory courses in computer technology (introductions to
computer system organization, a programming language, data structures
and basic numerical analysis).  Some of these courses are taught in
computer science and engineering departments, computational methods
courses tend to be taught by the student's home department.  The
resulting education and training have frequently proven insufficient
for the kinds of problems that are routinely encountered today in
industry or in meaningful research activities in academia.

\item Computational science and information technology is about the
design, implementation and effective integration of computing tools
to target specific scientific processes and less about their everyday
use.

\item Successful CSIT curricula will cover its basic components with
courses that bring the cross-disciplinary components to the
forefront.  Programs that merely collect a number of previously
existing courses from different departments will not be effective and
need not exist.

\item The US Federal Government has been active in motivating
CSIT-type cross-disciplinary research efforts, first through the HPCC
Grand Challenges, in response to the recommendations of workshops,
and most recently through the Accelerated Strategic Computing
Initiative (ASCI).  (Note:  More recent examples not cited include
the NSF's Knowledge and Distributed Intelligence Initiative and the
Information Technology Research Initiative currently in progress.)

\end{itemize}

\medskip

At least two graduate Ph.D. programs of this type are in a similar
stage of development as this one.  One program is at San Diego State
University and the other is at George Mason University.  The outlines
of those programs are available online and along with informal
discussions with the principles involved, this information has been
used to help evaluate these programs.

\medskip

{\noindent {\bf Studies on Indirectly Related Issues}}

\medskip

A 1995 study by Russ Miller (miller@cs.buffalo.edu) conducted for the National Science
Foundation entitled "The Status of Parallel Processing Education" was published
in IEEE Computer 27(8): 40-43 (1994).  This report solicited
information from over 4000 members of the IEEE Computer Society,
and all chairs for computer science and engineering departments
involved with the IEEE Computer Society.  Approximately 70
sites were identified at that time.  University based
graduate-level education programs provided an array of courses,
including parallel algorithms, parallel programming, and parallel
architectures.  The students in these program typically had access
to large computing facilities either at the university of at one
of the NSF sponsored sites.

\medskip

   There have also been numerous studies on graduate education
of scientists and engineers that relate to the proposed degree program.
In 1995 the National Academy of Sciences, the National Academy
of Engineering and the Institute of Medicine published
"Reshaping the Graduate Education of Scientists and Engineers."
Among the findings and recommendations are the following:

\medskip

\begin{itemize}
\item More that half of new graduates with Ph.D.s now find work in
nonacademic settings.
\item To provide more versitile scientists and engineers, graduate
programs should provide options that allow students to gain a
wider variety of skills.
\item Over the long-term, demand for graduate scientists and
engineers in business and industry is increasing; more employment
options are available to graduate scientists and engineers who
have multiple disciplines, minor degrees, personal communication
skills, and entrepreneurial initiative.
\end{itemize}

\medskip

The U.S. Council on Competitiveness in their 1999 report "Winning
the Skills Race" have singled out "worker skills as the greatest
competitive challenge the nation faces" and have noted that
"information technology has become a defining feature of the
American workplace, turning computer literacy into a basic skill
requirement and creating a demand for knowledge workers that is
not being met."  One of the main goals of CSIT is to train
students who possess computer fluency and can become leaders in
developing new applications of computational science and information
technology within their chosen endeavors.

\medskip

An excellent online resource for surveying computational science
programs is maintained the Society for Industrial and
Applied Mathematics; it is available at:
{\tt http://www.siam.org/world/compsci/cplsci.htm}

\medskip

{\bf IV-B.}  Table One - headcount and FTE for the Ph.D. Program in CSIT.

\begin{tabular}{|l|cr|cr|cr|cr|cr|} \hline
 & \multicolumn{2}{|c|}{Year 1} & \multicolumn{2}{|c|}{Year 2} &
\multicolumn{2}{|c|}{Year 3} & \multicolumn{2}{|c|}{Year 4} &
\multicolumn{2}{|c|}{Year 5} \cr
Source              & HC & FTE & HC & FTE & HC & FTE & HC  & FTE & HC  & FTE \cr \hline
Agencies/Industries &    &     &    &     &    &     &     &     &     &     \cr \hline
Other Grad Programs & 16 &     & 16 &     & 16 &     &  16 &     &  16 &     \cr \hline
Second Degrees(FSU) &    &     &    &     &    &     &     &     &     &     \cr \hline
Second Degrees(SUS) &    &     &    &     &    &     &     &     &     &     \cr \hline
New In-State        &  5 &   5 &  6 &   6 &  8 &   8 &   8 &   8 &   8 &   8 \cr \hline
New Out-of-State    &  7 &   7 & 12 &  12 & 15 &  15 &  15 &  15 &  15 &  15 \cr \hline
New Foreign         &  4 &   4 &  6 &   6 &  7 &   7 &   7 &   7 &   7 &   7 \cr \hline
Other               &    &     & 11 &  11 & 32 &  32 &  47 &  47 &  81 &  79 \cr \hline
Total               & 32 &     & 51 &     & 78 &     &  93 &     & 127 &    \cr \hline
\end{tabular}

\medskip

{\it Rationale for projections.}
\medskip

Rationale for headcount to FTE ratio.  Estimate that the
number of Ph.D. students which can be educated effectively is
about 100 - 120.  Estimate that the number of master's students
who can be educated effectively is about 100.  Include approximately
30 students per year who are taking 1 computational science graduate course.
National demographics indicate that approximately half of the
students in science and engineering programs are foreign nationals.
With a lot of effort in recruiting, we believe this can be kept under
one-third.

\medskip

{\bf IV-B.}  Table One - headcount and FTE for the Masters Program in CSIT.

\begin{tabular}{|l|cr|cr|cr|cr|cr|} \hline
 & \multicolumn{2}{|c|}{Year 1} & \multicolumn{2}{|c|}{Year 2} &
\multicolumn{2}{|c|}{Year 3} & \multicolumn{2}{|c|}{Year 4} &
\multicolumn{2}{|c|}{Year 5} \cr
Source              & HC & FTE & HC & FTE & HC & FTE & HC & FTE & HC & FTE \cr \hline
Agencies/Industries &    &     &    &     &    &     &    &     &    &     \cr \hline
Other Grad Programs & 144&     & 188&     & 188&     & 188&     & 188&     \cr \hline
Second Degrees(FSU) &    &     &    &     &    &     &    &     &    &     \cr \hline
Second Degrees(SUS) &    &     &    &     &    &     &    &     &    &     \cr \hline
New In-State        &  18&     &  36&     &  54&     &  54&     &  54&     \cr \hline
New Out-of-State    &   6&     &  12&     &  18&     &  18&     &  18&     \cr \hline
New Foreign         &   6&     &  12&     &  18&     &  18&     &  18&     \cr \hline
Other               &    &     &  27&     &  54&     &  80&     &  80&     \cr \hline
Total               & 42 &     & 79 &     &  92&     & 117&     & 142&     \cr \hline
\end{tabular}

\medskip

{\it Rationale for projections.}

\medskip

{\it Are students expected to change majors: How big an impact is
this?  What disciplines will be affected?}

\medskip

Students will not be encouraged to change majors from a program at FSU
to enter the CSIT program.  CSIT will work with departments to provide
CSIT training to students currently in their programs without changing
departments.  CSIT will also work with departments to
develop joint programs that enable both CSIT and the departments
to attract additional students.   Such program might include five
year bachelor's/masters degree program that involve undergraduate
majors with the department and a master's degree in CSIT or within
the department but with some CSIT courses.  Another option being
explored is offering a masters degree in CSIT and a PhD in an
application area or vice versa.  In all case the goal is to allow
CSIT and departments throughout the University to recruit students
they would not otherwise be able to attract.

\medskip

Students are not expected to change from other graduate degree
programs into Computational Science.  We will encourage students
students to receive dual degrees, such as a Ph.D in an affiliated subject
and a Master's Degree in Computational Science or a Ph.D in
Computational Science and a Master's Degree in an affiliated subject.

\medskip

{\bf IV.C. Steps taken to assure a diverse student body.}

\medskip

One of the avowed goals of this program is to strongly encourage
students to attend graduate school at Florida State University.
Our efforts will be aimed towards students who have the innate
capability to successfully complete the CSIT degree programs in a
timely manner.  Thus, we are interested in recruiting students
into CSIT degree programs who, with proper assistance, guidance
and direction, have an excellent opportunity of succeeding in
these novel graduate programs.  In order to find and retain such
students from a diverse pool of candidates, a concerted and active
recruitment and retention program in needed.

\medskip

The education and research programs will serve as the foundation
for the recruitment and
retention of students.  Faculty members in CSIT have strong
contacts with many of the traditional feeder colleges and
universities for FSU.  In addition, in order to further enhance
our recruitment efforts, CSIT will rely on the resources of
Florida State University (.....NEEDS MORE HERE ON FSU's ACTIONS).
FSU has extensive experience in recruiting students for graduate
degree programs.  In particular, the departments affiliated
with CSIT have many contacts with colleges and universities
throughout the country.  These combination of resources will
greatly facilitate the accomplishment of CSIT recruitment goals.

\medskip

CSIT is committed to using its research efforts as an important
mechanism for recruiting under represented students.  For
example its research efforts include development of advanced tools and
environments to support online teaching and learning.  A proposal is
being submitted by FSU faculty in CSIT, Computer Science and Physics
and senior personnel in FSU's Office of Distributed and Distance Learning
to the National Science Foundation to work with
Florida A\&M University, Jackson State University, North Carolina
A \& T on course modules for computer science.   A proposal
involving faculty from CSIT, the College of Arts and Sciences
and the College of Education at and from the College of Arts and Sciences
and the College of Education at Florida
International University has been submitted to the National
Science Foundation. This proposal seeks funds to develop distance learning
courses in biology, chemistry, earth science, physics, applied mathematics,
computational science and education technology for the professional
development of K-8 educators.   Both of the these proposal create
additional contacts with faculty and students in minority
institutions.

\medskip

Retention of students is a key component of any recruiting
effort.  There several things we will do to help insure the
retention of as many students as possible.  We will ensure
that every student has a program of study that is customized
to their particular strengths and weaknesses, we will ensure
that every student becomes a part of the CSIT community as
soon as possible and we will ensure that impediments to
satisfactory progress towards a degree are identified early
and that steps are taken to enable every student to successfully
complete the program.

\medskip

Every student accepted into the program will be assigned an advisory
committee consisting of at least three faculty members.  These
faculty will be responsible for evaluating the students
background, consulting with the student and producing a program of
study that meets the needs of the student.  Because success in CSIT
relies on knowledge and understanding in a wide variety of areas,
it is expected that many students who are capable of completing the
program in a timely manner, will enter the program with gaps in
training in some areas and strengths in others.  This committee
will seek to identify any deficiencies in the student's background
and recommend workshops, short courses, tutorials, or directed
individual study or other means of filling these gaps. In
addition, the committee will make recommendations concerning
advanced study options open to the student.

\medskip

As a result of participation in summer and academic
year activities, we feel that strong associates will develop
between students and faculty.  These CSIT activities will include
seminars, workshops, summer institutes, interactions with external
visitors and post-doctoral fellows.  It is CSIT's philosophy that
these activities and the resulting associations will play an
important role in both the training and retention of students.

\medskip

Each student's faculty advisory committee is responsible for
meeting with the student and the student's instructors at least
once each semester to evaluate progress.  The results of these
discussions will be communicated to the student and the rest of
the CSIT faculty.

\medskip

CSIT will use a variety of recruiting methods which include visits
to institutions, advertisements, web pages, K-12 and
undergraduate outreach programs,and direct mailings.
Visits to institutions which can provide a diverse student body
will play an important role in our recruitment plans. During these
visits, faculty members from CSIT will deliver a lecture
describing the various degree programs, including research
activities that students could get involved in should they join
the CSIT graduate program.  These visiting faculty members will
also engage in more informal discussions with students and faculty
at these institutions.  Once again, it is CSIT's philosophy that
such personal contact is the best way to publicize its programs,
and to subsequently recruit students.

\medskip

During these visits, faculty will also make presentations on
scientific subjects.  These presentations will serve as part of
the recruitment process, and, as an added bonus, will be of
sufficient intrinsic value so that they will also be of interest
and benefit to the research community at large as each particular
institution.

\medskip

Advertisements publicizing the various degree programs, in
national trade magazines such as Newsletters for the Society for
Industrial and Applied Mathematics and a well designed web site
will help CSIT reach all students and educators with an interest
in this program.  Outreach programs, including programs such as
the NSF sponsored Research Experience for Undergraduates, serve as
ideal tools for recruiting future graduate students.  In
additional, we intend to develop web sites for K-12 and K-12
teacher education focus on CSIT activities that will help
help foster interest in the program from students even before
they enter undergraduate school. Faculty from the school are
involved in distance learning programs for schools throughout the
US, including several HBCU's.   This program provides an excellent
opportunity to recruit students outstanding students.

\medskip

In addition, two types of mailings will be used.  First, a
professionally designed and printed flyer will be produced and
mailed to a large number of institutions throughout the United
States.  These flyers will describe the various degree programs
and solicit applications.  The second mailing will be targeted to
traditional feeder institutions for FSU.  This mailing will be in
the form of personal letters to faculty members, including the
heads of departments and undergraduate advisors, giving
descriptions of the degree programs and soliciting their
help in publicizing CSIT programs to their students and in helping
identify strong candidates.  The letters will also contain offers
for personal visits to their institutions (and vice-versa where
appropriate).
