Universities are the engines that power the AI talent pipeline, but mounting evidence suggests that U.S. computer science departments do not have enough faculty to meet growing student interest. This paper explores the potential mismatch between supply and demand in AI education, discusses possible causes and consequences, and offers recommendations for increasing teaching capacity at U.S. universities.

China’s State Key Laboratory system drives the country’s innovation in science and technology. A key part of China’s aim to reduce its dependence on foreign technology, these labs conduct cutting-edge basic and applied research, attract and train domestic and foreign talent, and conduct academic exchanges with foreign counterparts. These laboratories are spread across almost all Chinese provinces except Tibet, with the majority clustered in large coastal cities.

CSET Director Dewey Murdick testified before the Senate Select Committee on Intelligence hearing on "Countering the People’s Republic of China’s Economic and Technological Plan for Dominance." Murdick discussed China's strategy to move towards self-sufficiency in key technologies and steps the United States can take to respond.

Community and technical colleges offer enormous potential to grow, sustain, and diversify the U.S. artificial intelligence (AI) talent pipeline. However, these institutions are not being leveraged effectively. This report evaluates current AI-related programs and the associated number of graduates. The authors find that few AI and AI-related degrees and certificates are being awarded today. They propose five recommendations to address existing challenges and harness the potential of these institutions to train tomorrow’s AI workforce.

This issue brief uses data from the National Science Foundation’s Survey of Doctorate Recipients to explore how many of the international students who earn STEM PhDs from U.S. universities stay in the country after graduation. The authors trace the journeys that these graduates take through the immigration system and find that most remain in the United States long after earning their degrees.

Data Snapshots are informative descriptions and quick analyses that dig into CSET’s unique data resources. This is the fourth in a series of Snapshots exploring CSET’s Private-sector AI-Related Activity Tracker (PARAT). Check in every two weeks to see our newest Snapshot, and explore PARAT, which collects data related to companies’ AI research and development to inform analysis of the global AI sector.

CSET Research Analyst Dakota Cary testified before the U.S.-China Economic and Security Review Commission hearing on "China’s Cyber Capabilities: Warfare, Espionage, and Implications for the United States." Cary discussed the cooperative relationship between Chinese universities and China’s military and intelligence services to develop talent with the capabilities to perform state-sponsored cyberespionage operations.

The strength of a country’s talent pipeline depends in no small part on the quality of its universities. This data brief explores how Chinese and U.S. universities perform in two different global university rankings, why their standings have changed over time, and what those trends mean for graduates.

In the past decade, Chinese researchers have become increasingly prolific authors of highly cited AI publications, approaching the global research share of their U.S. counterparts. However, some analysts question the impact of Chinese publications; are they well respected internationally, and do they cover important topics? In this data brief, the authors build on prior analyses of top AI publications to provide a richer understanding of the two countries’ contributions to high-impact AI research.

This research agenda provides a roadmap for the next phase of CSET’s line of research on the U.S. AI workforce. Our goal is to assist policymakers and other stakeholders in the national security community to create policies that will ensure the United States maintains its competitive advantage in AI talent. We welcome comments, feedback and input on this vision at cset@georgetown.edu.