In the school year 2022-23, ******* STEM bachelor's degrees were awarded in the United States. Additionally, ******* Master's degrees in STEM fields were awarded in that year. STEM refers to science, technology, engineering, and mathematics.

In the school year 2022-23, ******* STEM degrees/certificates were awarded to Hispanic students in the United States. This is an increase from the previous year. STEM refers to science, technology, engineering, and mathematics.

In the school year 2020-21, ******* males were awarded STEM certifications in the United States. In contrast, the number of female STEM graduates was *******. STEM refers to science, technology, engineering, and mathematics.

In the school year *******, ******* STEM degrees or certificates were awarded to international students in the United States. A further ******* STEM degrees were awarded to U.S. citizens in that same year. STEM refers to science, technology, engineering, and mathematics.

The U.S. currently enjoys a position among the world’s foremost innovative and scientifically advanced economies but the emergence of new economic powerhouses like China and India threatens to disrupt the global distribution of innovation and economic competitiveness. Among U.S. policy makers, the promotion of advanced education, particularly in the STEM (Science, Technology, Engineering and Mathematics) fields, has become a key strategy for ensuring the U.S.’s position as an innovative economic leader. Since approximately one third of science and engineering post-graduate students in the U.S. are foreign born, the future of the U.S. STEM educational system is intimately tied to issues of global competitiveness and American immigration policy. This study utilizes a combination of national education data, a survey of foreign-born STEM graduate students, and in-depth interviews of a sub-set of those students to explain how a combination of scientists’ and engineers’ educational decisions, as well as their experience in school, can predict a students’ career path and geographical location, which can affect the long-term innovation environment in their home and destination country. This study highlights the fact that the increasing global competitiveness in STEM education and the complex, restrictive nature of U.S. immigration policies are contributing to an environment where the American STEM system may no longer be able to comfortably remain the premier destination for the world’s top international students.

Forecast: Female Share of Graduates in STEM (Science, Technology, Engineering and Mathematics) in Tertiary Education in the US 2024 - 2028 Discover more data with ReportLinker!

Abstract: While the U.S. currently enjoys a position among the world’s foremost innovative and scientifically advanced economies, the emergence of new economic powerhouses like China and India threatens to disrupt the global distribution of innovation and economic competitiveness. Among U.S. policy makers, the promotion of advanced education, particularly in the STEM (Science, Technology, Engineering and Mathematics) fields, has become a key strategy for ensuring the U.S.’s position as an innovative economic leader. Since approximately one third of science and engineering post-graduate students in the U.S. are foreign born, the fate of the U.S. STEM educational system is intimately tied to issues of global competitiveness and American immigration policy. This study utilizes a combination of national education data, a survey of foreign-born STEM graduate students, and in-depth interviews of a sub-set of those students to explain how a combination of scientists’ and engineers’ educational decisions, as well as their experience in school, can predict a students’ career path and geographical location, which can affect the long-term innovation environment in their home and destination country. This study highlights the fact that the increasing global competitiveness in STEM education and the complex, restrictive nature of U.S. immigration policies are contributing to an environment where the American STEM system may no longer be able to comfortably remain the premier destination for the world’s top international students. Methods: Survey design and implementation The primary goals of our study were threefold: to determine which factors influenced foreign STEM students to pursue their education in the United States; their plans to remain or return home after graduation; and their decision to pursue academic or business-oriented careers. To accomplish this, we emailed international graduate students in STEM fields at the University of California, Santa Barbara (UCSB) with an introduction to the study and a survey link, assuring anonymity for their responses. UCSB is a public research university with a total enrollment of approximately 22,000 students, of which about 3,000 students are those at the graduate level. The survey consisted of four categories of questions: (1) basic background information (e.g., age, gender, major, year of study); (2) reasons for studying in the U.S.; (3) perceptions of their graduate education in the U.S.; and (4) plans after graduation. The online survey was active from May 2-24, 2013, and resulted in a 42% completion rate.[1] Students were given an option at the end of the survey to specify their interest in conducting any follow-up interviews. A total of 12 follow-up interviews were conducted between January 27 and February 21, 2014. Data: Complete survey results (N=166) are provided in this dataset along with metadata.

The Graduate Students and Postdoctorates in Science and Engineering survey is an annual census of all U.S. academic institutions granting research-based master's degrees or doctorates in science, engineering, and selected health fields as of fall of the survey year. The survey, sponsored by the National Center for Science and Engineering Statistics within the National Science Foundation and by the National Institutes of Health, collects the total number of master's and doctoral students, postdoctoral appointees, and doctorate-level nonfaculty researchers by demographic and other characteristics such as source of financial support. Results are used to assess shifts in graduate enrollment and postdoc appointments and trends in financial support.

College Majors and their Graduates

Job Opportunities, Salaries and Gender Disparities

By FiveThirtyEight [source]

About this dataset

This repository contains a comprehensive selection of lavish data and processing scripts behind the articles, graphics, and interactive experiences generated by FiveThirtyEight. With this dataset, you'll have the power to explore college programs and their graduates like never before and create stories of your own! Whether you use it to check our work or craft your own powerful visuals, we would absolutely love to know if you found it useful. Under the Creative Commons Attribution 4.0 International License and MIT License respectively, our data is available for anyone who chooses to use it. Let us know how our resources turned out at

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Featured Notebooks

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Research Ideas

• Create an interactive comparison tool for researching college majors and their earning potential, so that prospective students can make informed decisions about what to study.
• Analyze the proportions of male and female graduates across different majors to uncover gender disparities in higher education.
• Explore the correlations between major categories, average salaries earned by graduates from specific major categories, unemployment rates for those with specific majors and more – to identify trends in job opportunities for certain specialties of study

Acknowledgements

If you use this dataset in your research, please credit the original authors. Data Source

License

License: CC0 1.0 Universal (CC0 1.0) - Public Domain Dedication No Copyright - You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. See Other Information.

Columns

File: majors-list.csv | Column name | Description | |:-------------------|:----------------------------------------------------| | FOD1P | First-level division of the field of study (String) | | Major | The specific major of the field of study (String) | | Major_Category | The broader category of the field of study (String) |

File: recent-grads.csv | Column name | Description | |:-------------------------|:-------------------------------------------------------------------------------| | Major | The specific major of the field of study (String) | | Rank | The rank of the major in terms of popularity (Integer) | | Major_code | The code associated with the major (Integer) | | Major_category | The category of the major (String) | | Total | The total number of students in the major (Integer) | | Sample_size | The sample size of the major (Integer) | | Men | The number of male students in the major (Integer) | | Women | The number of female students in the major (Integer) | | ShareWomen | The percentage of female students in the major (Float) | | Employed | The number of employed graduates from the major (Integer) | | Full_time | The number of full-time employed graduates from the major (Integer) | | Part_time | The number of part-time employed graduates from the major (Integer) | | Full_time_year_round | The number of full-time year-round employed graduates from the major (Integer) | | Unemployed | The number of unemployed graduates from the major (Integer) | | Unemployment_rate | The unemployment rate of graduates from the major (Float) | | Median | The median salary of graduates from the major (Integer) | | P25th | The 25th percentile salary of graduates from the major (Integer) | | P75th | The 75th percentile salary of graduates from the major (Integer) | | College_jobs | The number of college jobs held by graduates from the major...

Forecast: Total Tertiary Education Graduates in Science in the US 2024 - 2028 Discover more data with ReportLinker!

The total number of new computer science (CS) graduates in the United States of America and in Canada has consistently grown over the past decade, jumping from nearly ** thousand in 2010 to over ** thousand new graduates in 2022. Bachelor's graduates represent the vast majority of the total figure, where the most significant increase happened. CS graduates still majority males The share of male computer science new graduates is drastically higher than female and nonbinary graduates, both for bachelor's and master's degrees. The percentage of graduates identifying themselves as female was, nevertheless, higher for master's degree than bachelor's across all observed years. This suggests that females are more willing, proportionately, to stick with the education path and go into the academic side of CS. Europe follows a similar trend Females in Europe were, in general, a higher ratio of CS students compared to the United States and Canada. Estonia, Romania, Bulgaria, and Turkey were particularly strong in females taking part in CS education, accounting for over **% students.

The National Survey of College Graduates (NSCG) provides data on the characteristics of the nation’s college graduates, with a focus on those in the science and engineering workforce. It samples individuals who are living in the United States during the survey reference week, have at least a bachelor’s degree, and are younger than 76. By surveying college graduates in all academic disciplines, the NSCG provides data useful in understanding the relationship between college education and career opportunities, as well as the relationship between degree field and occupation. The survey is sponsored by the National Center for Science and Engineering Statistics (NCSES) within the U.S. National Science Foundation.

The Graduate Students and Postdoctorates in Science and Engineering survey is an annual census of all U.S. academic institutions granting research-based master's degrees or doctorates in science, engineering, and selected health fields as of fall of the survey year. The survey, sponsored by the National Center for Science and Engineering Statistics within the National Science Foundation and by the National Institutes of Health, collects the total number of master's and doctoral students, postdoctoral appointees, and doctorate-level nonfaculty researchers by demographic and other characteristics such as source of financial support. Results are used to assess shifts in graduate enrollment and postdoc appointments and trends in financial support. This dataset includes GSS assets for 2022.

Forecast: Female Tertiary Education Graduates in Science in the US 2024 - 2028 Discover more data with ReportLinker!

SummarySESTAT is the Scientists and Engineers Statistical Data System. SESTAT was established in 1993 and comprised of three workforce surveys from the National Center for Science and Engineering Statistics within the U.S. National Science Foundation. This integrated data system is a unique source of longitudinal information on the education and employment of the college-educated U.S. science, technology, engineering, and mathematics (STEM) workforce. It was integrated through 2013.The Scientists and Engineers Statistical Data System (SESTAT) comprises three demographic surveys of scientists and engineers sponsored by sponsored by the National Center for Science and Engineering Statistics (NCSES) within the U.S. National Science Foundation (NSF): the National Survey of College Graduates (NSCG), the National Survey of Recent College Graduates (NSRCG), and the Survey of Doctorate Recipients (SDR). The three component surveys used similar questionnaires, survey reference dates, data collection periods, and data-processing procedures to facilitate integration for SESTAT. The three surveys were designed to provide maximum coverage of the target population—namely, scientists and engineers—with special emphasis given to relatively rare populations (e.g., doctorate recipients, recent graduates, and minorities). Overall, SESTAT provides a comprehensive picture of the number and characteristics of individuals in the United States with a bachelor's or higher-level degree and their employment, with a focus on those having science and engineering (S&E) degrees or working in S&E occupations. In the 2000s, this definition was expanded to include S&E-related degrees and occupations.Background. Since 1993, SESTAT has provided a unique source of information on the education and employment of the college-educated U.S. S&E workforce by integrating three surveys: NSCG, NSRCG, and SDR. The establishment of SESTAT design was based on recommendations from a 1989 CNSTAT panel study report, Surveying the Nation's Scientists and Engineers—A Data System for the 1990s. This CNSTAT recommendation encouraged NSF to target the population of college graduates trained in S&E fields and those with employment in S&E occupations, to conduct the postcensal survey of college graduates, to conduct a survey for new graduating bachelor's or master's degree recipients, and to continue to support the ongoing SDR. The 2010 survey cycle introduced the first redesign of SESTAT during its nearly 20 years of existence.

That sounds like a valuable dataset for anyone interested in pursuing a master's degree in Data Science or Analytics in the United States! This dataset is very helpful to pursuing a master's degree in the US. - Are you looking to analyze this dataset for any specific insights or purposes? - Do you need assistance with anything related to it?

About .csv file

• Subject Name: The name or field of study of the master's program, such as Data Science, Data Analytics, or Applied Biostatistics.
• University Name: The name of the university offering the master's program.
• Per Year Fees: The program's tuition fees are usually in euros per year. For some programs, the fees may be listed as "full" or "full-time," indicating a lump sum for the entire program or full-time enrollment, respectively.
• About Program: A brief description or overview of the master's program, providing insights into its curriculum, focus areas, and any unique features.
• Program Duration: The duration of the master's program, typically expressed in years or months.
• University Location: The location of the university where the program is offered, including the city and state.
• Program Name: The official name of the master's program, often indicating its degree type (e.g., M.Sc. for Master of Science) and format (e.g., full-time, part-time, online).

This dataset is about universities in the United States. It has 333 rows. It features 5 columns: city, total students, foundation year, and graduate students.

Concern over the status of soil science education in the USA has led to a number of publications in recent years that track trends in student enrollment and offer suggestions for attracting more students to soil science. However, there is little information about changes in the number of degree programs that prepare students for careers as soil scientists, and such changes are obviously an important measure of the status of our field. This study established criteria to identify bachelor’s degree programs that prepare students for soil science careers and used websites at land grant colleges to review the degree offerings of these schools in USA states and territories to determine if they met the established criteria. Fifty-nine land grant colleges were identified that offer bachelor’s degree programs that prepare students for soil science careers, with a total of 61 degree programs since two of the schools had two separate bachelor’s degrees that met the established criteria. This study provides guidelines for conducting similar future studies and a baseline against which they can be compared to allow us to determine whether we are gaining or losing soil science programs at the land grant colleges over time.

Context

I am studying for a master's degree in CS at Unversity of Illinois - Urbana Champaign and was curious what's the number of students enrolling and graduating the CS undergraduate and graduate school.

Fortunately, there is a page from UIUC that has the latest years of data for undergraduate and graduate students.

https://cs.illinois.edu/about-us/statistics

Content

The data includes how many students are enrolled in CS undergraduate and graduate school, how many of them are actually graduated, and what major that students took with CS, how many of them are Ph.D. awarded, etc.

Acknowledgements

Thank you UIUC for providing statistics on https://cs.illinois.edu/about-us/statistics. All the numbers and data are from the website as of 3/10/2020.

Inspiration

It would be fun to find out any trend in UIUC CS, e.g, what major is getting famous for years from students, if the number of PhD/M/Master degree enrollment is increasing or decresing, etc.

US wages for college majors

It includes data on specific college majors and their median earnings early in their career along with mid level in their career. The data also includes unemployment and underemployment rates for each college major.

Unemployment and Underemployment rates

This data also contains the unemployment and underemployment rates over the last few years in the United States for recent college graduates along with college graduates overall.

Wages

Median annual wages for those holding a high school diploma, along with the 25th median and 75th percentile annual wages for those holding a bachelor's degree.

This data set was collected from the Federal Reserve Bank of New York. https://www.newyorkfed.org/