ICYMI: Highlights from ASIC’s Workforce Development Panel

On August 30th, the American Semiconductor Innovation Coalition (ASIC) hosted a virtual panel featuring university leaders on the essential role of colleges and universities in the chip ecosystem, and the need for a robust semiconductor workforce—a key requirement for the National Semiconductor Technology Center’s success. 

Moderating the panel was Shari Liss, Executive Director of the SEMI Foundation, which supports economic opportunity for workers and the sustained growth of the microelectronics industry, and co-chair of the ASIC Education and Workforce Development committee.

Panelists included: 

• Dr. Jesús A. del Alamo, Donner Professor, Professor of Electrical Engineering, Department of Electrical Engineering and Computer Science, Massachusetts Institute of Technology

• Dr. Mark Lundstrom, Interim Dean of the College of Engineering and the Don and Carol Scifres Distinguished Professor of Electrical and Computer Engineering, Purdue University 

• Dr. Robert Hull, Acting Vice President of Research and Henry Burlage Professor of Engineering, Rensselaer Polytechnic Institute 

• Dr. Shadi Shahedipour-Sandvik, Provost-in-Charge and Senior Vice Chancellor for Research, Innovation and Economic Development, State University of New York 

• Dr. Steve Koester, Director, Minnesota Nanotechnology Center and Russell J. Penrose Professor in Nanotechnology, Department of Electrical and Computer Engineering, University of Minnesota 

The discussion focused on expanding semiconductor workforce training and development, retaining high-skill and high-wage jobs, and scaling successful programs and initiatives. 

Why is the CHIPS And Science Act such an important piece of legislation? 

As panelist Dr. Mark Lundstrom summarized, “As a nation now, we understand that any country that wants to control its destiny has to be strong in semiconductor technology.” As we look towards the future, a robust semiconductor workforce will be needed to drive innovations in AI, electric vehicles, and national security measures. The CHIPS and Science Act is momentous in that it not only bolsters American R&D but also manufacturing capabilities. 

As Dr. Lundstrom also noted, this legislation also serves as a call to action. The American semiconductor industry may not always be in the spotlight, but the chip shortage and this corresponding legislation has grabbed the nation’s attention. It is critically important to seize this moment and pull new talent in to build a more diverse, expansive semiconductor workforce. 

What role do universities play in solving the workforce development crisis? 

Dr. Robert Hull of Rensselaer Polytechnic Institute shared that this year, the university has admitted its largest freshman class ever–including the largest number of women and students of color. Over two thousand students started their professional journeys at Rensselaer this August, but the challenge is, as Dr. Hull commented, getting a portion of these students interested in studying microelectronics. 

Earlier today, ASIC hosted a panel with university leaders on the role of #HigherEd in semiconductor workforce training and development as well as retaining high-skill and high-wage jobs in the U.S. Watch the full discussion here: https://t.co/BgUyjZweme pic.twitter.com/e0Abja5Y6q

— American Semiconductor Innovation Coalition (ASIC) (@ASICoalition) August 31, 2022

As Dr. Shadi Sandvik said, 'We've always talked about, in academia, ‘the leaky pipeline.’ Along the way, we lose students. An awareness campaign is an important piece of the equation.” Young people are often not aware of the exciting opportunities in the field. To build a successful workforce pipeline, education about what the field is and what it offers is necessary. Academia must partner with industry leaders to ensure everyone from K-12 to Ph.D students can envision themselves being a part of the chips workforce. 

To do this, universities in particular need a captivating curriculum, first-class facilities, and strong partnerships with industry leaders to attract a new generation of researchers, designers, electric engineers, and other professionals. The American Semiconductor Innovation Coalition sees the establishment of the National Semiconductor Technology Center as a major driver in cultivating a younger, more diverse workforce–which is why ASIC has brought together 27 university members to strategize with businesses, startups, and nonprofits to create a strong, collaborative vision for the technology network supported by the CHIPS Act. 

We know the ASIC public-private partnership model works because it has worked before. Over twenty years ago, the state of New York joined hands with academia and leading companies such as ASIC members IBM, Global Foundries, Applied Materials, Tokyo Electron, ASML, and Lam Research to create the Albany NanoTech Center. The center not only hosts thousands of college students at local public universities but as Dr. Sandvik shared, local middle and high schoolers have visited the complex to see what was going on in their backyard. Albany NanoTech is an ideal model for the National Semiconductor Technology Center in empowering students to choose a career pathway in microelectronics and giving them the resources necessary to make contributions to the field. 

How can the NSTC make the semiconductor workforce more diverse and equitable? 

As Dr. Shadi Sandvik summarized, “There are many communities, whether it be underserved or not served, that have not been a part of the microelectronic workforce for a long time. A big part of it is awareness but there are also actual barriers.” 

What do these barriers look like?  Internships – and the costs associated with them – are geographically out of reach to students. Academic and research labs that do not have the proper tools and equipment. Limited curriculum options for students at smaller institutions. 

As Dr. Steven Koester shared, through participation in the National Science Foundation’s National Nanotechnology Infrastructure Network (NNIN), the university was able to develop the Northern NanoFab Alliance, which helps smaller universities run their fabrication facilities and develop curricula. The University of Minnesota is just one of the many academic members across the United States that bring pre-existing infrastructure with it to ASIC which has already made progress in making the semiconductor industry more accessible for smaller institutions. 

In the American Semiconductor Innovation Coalition’s vision document, members laid out a plan to support veterans and underrepresented professionals, and students, including women and people of color. Through the National Semiconductor Technology Center, ASIC would ensure that underserved students receive the resources they need to be a part of the semiconductor workforce: internships, apprenticeships, and earn and learn programs. Provided through centers of excellence and university centers across the country, academia will be able to bring more opportunities to historically underrepresented young people.  

What role will universities serve in ASIC’s vision for the NSTC technology network? 

As panelist Dr. Jesús del Alamo recalled, “From the very beginning, ASIC has really involved universities in its thinking and its construction as we formulated a proposal for the NSTC.” 

There are three roles he identified that universities will occupy in ASIC’s vision for the National Semiconductor Technology Center: 

1. Education: Universities will be the primary force in educating the semiconductor workforce, but not all members of the semiconductor workforce will need a college degree. Panelists speculated that half of the workforce will come from an academic institution, with the other half coming from community colleges and apprenticeship programs. All universities that will participate in research programs will also be participating in workforce development programs alongside other educational institutions.  

2. Research: Universities make new discoveries and invent new technologies. They also contribute fundamental knowledge that permeates through the industry. From Day 1, universities receiving NSTC grant funding could gain access to advanced industrial research labs. Research will be organized around centers of excellence that will be aligned with specific elements of the technology agenda, with academia contributing through university focal centers which are going to be responsible for advancing industry-relevant research with a five to ten year horizon.  

3. Technology Translation: Academia facilitates the movement of technology from universities to industries through start-ups, graduates, and licensing. Universities will support start-ups upon their founding and nurture them throughout their growth period to keep them in the industry. The CHIPS and Science Act includes funding to support start-ups and small companies, which ASIC is prepared to manage, while also advocating for fair licensing procedures that foster creation, attract funding, and empower these organizations.   

Interested in learning more about ASIC’s vision for workforce development? 

Watch a replay of the workforce panel below.