2025 ASEE Annual Conference & Exposition

This proposed presentation/paper will report preliminary insights garnered from workforce development and adult informal learning activities in the area of semiconductors and microelectronics conducted at Chicago State University, a small public comprehensive university that is also a Predominantly Black Institution (PBI). This work is funded in part through the National Science Foundation project, “Pivots: Chicagoland Partnership for Semiconductor and Microelectronics Experiential Learning (Mic2ExL).” Mic2ExL (NSF: ITE Innovation and Technology Ecosystems Award #2322734). Some of the goals of Mic2ExL include increasing awareness of career opportunities in the semiconductor and microelectronics industry for individuals from underrepresented minority (URM) groups, increasing participation of URMs in the U.S. semiconductor and microelectronics industry, providing experiential learning opportunities and culturally responsive support for adults to transition into new careers in semiconductor and microelectronics. The workforce development programs also have intended impacts of increasing economic development in the Chicagoland region and supporting the national security interests of the U.S. by developing a diverse domestic workforce prepared to work in the growing sector of semiconductor and microelectronics manufacturing. Additional support for this work comes from Natcast and from the Department of Defense.

This project responds to the needs expressed by NSF asking how they and other relevant stakeholders can “significantly expand, diversify, and support the development of new cohorts and communities of scientists and researchers to address pressing research, social, and global issues in 2030.” [1] This has been described the “missing millions” problem – the need to include the voices and perspectives of individuals from underrepresented groups in the science and engineering enterprise. This project also responds to needs expressed by the Fast Track Action Subcommittee on Critical And Emerging Technologies of the National Science and Technology Council’s Critical and Emerging Technologies effort which specifically mention a need for semiconductors and microelectronics as an area of national need [2, 3].

The semiconductor workforce development program relies on a model of experiential learning. There are various models of adult experiential learning and lifelong learning. The framework model recently described by Lyndgaard et al. (2024) include a description of processes that include “ (1) knowledge and skill acquisition, (2) the development and maintenance of motivation and wellbeing over time, and (3) transfer of learning to career-related goals.” [4] This presentation will provide an example of CSU’s workforce development program as an example of the Adult Learning Ecosystem model posed by Lyndgaard and will describe the micro-level, meso-level and macro-level challenges confronted in the implementation of the project as well as discuss the personal level and systemic influences confronted by URMs in technology workforce development programs.

References

[1] A. Blatecky et al., “The Missing Millions: Democratizing Computation and Data to Bridge Digital Divides and Increase Access to Science for Underrepresented Communities,” NSF OAC 2127459, Oct. 2021. [Online]. Available: https://www.rti.org/publication/missing-millions/fulltext.pdf
[2] National Science and Technology Council. (2022). Critical and Emerging Technologies List Update: A Report by the Fast Track Action Subcommittee on Critical and Emerging Technologies. Available: https://www.whitehouse.gov/wp-content/uploads/2022/02/02-2022-Critical-and-Emerging-Technologies-List-Update.pdf
[3] National Science and Technology Council. (2024). Critical and Emerging Technologies List Update: A Report by the Fast Track Action Subcommittee on Critical and Emerging Technologies. Available: https://www.whitehouse.gov/wp-content/uploads/2024/02/Critical-and-Emerging-Technologies-List-2024-Update.pdf
[4] S. F. Lyndgaard, R. Storey, and R. Kanfer, “Technological support for lifelong learning: The application of a multilevel, person-centric framework,” Journal of Vocational Behavior, vol. 153, p. 104027, 2024, doi: 10.1016/j.jvb.2024.104027.