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2026 ASEE Annual Conference & Exposition

Empowering Underrepresented Students through Hybrid Semiconductor Training: Outcomes from an NSF INCLUDES Initiative

Presented at NSF Grantees Poster Session II

The rapid expansion of the U.S. semiconductor industry has underscored an urgent need for a diverse and well-prepared workforce capable of contributing to advanced manufacturing and microelectronics innovation. To address this national priority, the Eddie Bernice Johnson INCLUDES: Alliances-Minority Participation initiative has supported efforts to integrate hands-on training and mentorship experiences into undergraduate engineering education at -----------. This project focuses on combining in-person workshops and online bootcamps to enhance undergraduate students’ learning and engagement in semiconductor manufacturing and workforce development.
Eight undergraduate students participated in the program during the 2025–2026 academic year, engaging in the University of Florida’s Semiconductor Fabrication Workshop and the Intel Semiconductor Bootcamp. These experiences were designed to complement their classroom learning with practical exposure to semiconductor fabrication, device testing, and cleanroom operations. Students also received structured mentorship from faculty and industry professionals to align their technical training with career readiness skills.
Survey results indicate strong student satisfaction and meaningful learning outcomes from both in-person and online components. On a five-point scale, students rated both the UF workshop and Intel Bootcamp highly (average scores of 4.8 and 4.6, respectively), emphasizing the effectiveness of experiential learning in reinforcing theoretical concepts. Students particularly valued hands-on engagement, opportunities to apply learned material in real-world settings, and exposure to industry-relevant tools and fabrication techniques such as photolithography and oxide etching. Several participants noted that the immersive experience “solidified their interest in semiconductor research” and “inspired future thesis ideas.”
Mentorship was also identified as a critical factor in the program’s success. Students rated their mentors highly (average rating of 4.9), recognizing their guidance, accessibility, and commitment to student growth. The most significant strengths of mentorship included effective communication, technical support, and career guidance. Areas for improvement identified by students included allocating more time for fabrication activities and providing preparatory materials before workshops to deepen understanding.
Overall, the combination of in-person, hands-on training and online industry-aligned learning proved to be an effective strategy for building both technical competency and professional motivation among underrepresented undergraduate students. The results highlight the value of structured mentorship and applied learning environments in fostering student persistence and participation in the semiconductor workforce pipeline.

Authors
  1. Dr. Tejal Mulay Orcid 16x16http://orcid.org/0000-0002-3097-3888 Florida A&M University - Florida State University [biography]
  2. Dr. Shonda L Bernadin Orcid 16x16http://orcid.org/0000-0002-5527-2279 Florida A&M University - Florida State University [biography]
  3. Mr. Simon Y. Foo Florida A&M University - Florida State University
  4. Dr. Chao Li P.E. Florida A&M University - Florida State University [biography]
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  • Broadening Participation in Engineering and Engineering Technology
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