“Grants end. Ecosystems do not.” That, in a nutshell, is Kevin Cooper’s advice on weaving new, innovative STEM education programs into existing systems to help them endure.

Cooper is the executive director of Research and Institutional Effectiveness at Indian River State College. At the Florida community college, he has managed teams that have been awarded $18 million in grants. Altogether he has been the principal investigator of five Advanced Technological Education (ATE) grants awarded by the National Science Foundation and co-principal investigator on four others ATE-funded initiatives.

The current ATE project he leads is Project Vision, which has mentored 72 community college teams to help them build grant capacity and sustainability.

His big takeaway from Project Vision, he wrote in an email, is that “both senior administration and faculty need mentoring. It’s often valuable from an outside perspective not to look at the day-to-day and the local politics, and provide sound strategy for long-term growth.”

During a short, lively ATE Connects Countdown presentation at the 2025 ATE Principal Investigators’ Conference, Cooper shared what his various ATE experiences have taught him about building STEM workforce education programs that continue after grant awards sunset.  

To him, sustaining an ATE project—or actually any new STEM workforce education program—requires educators to use these five tactics:

• Align across opportunities.
• Chase impact, not headlines.
• Secure the feeder system for students to enroll in the new or revamped program.
• Adapt what already works. 
• Partner early, lead later.

As cell and immunotherapy technologies advance, the demand for highly skilled technicians continues to grow. These fields require a workforce grounded in molecular biology, bioinformatics, data analysis, hands-on laboratory techniques, and more. Community colleges and undergraduate programs are meeting this need by integrating authentic research experiences with applied technical training. Building this workforce is essential not only for expanding access to life-saving treatments, but also for supporting the continued growth of the biotechnology, biomanufacturing, and immunotherapy sectors nationwide.

In this From the Archive blog post, we highlight three ATE-funded resources that take complementary approaches to preparing students for careers in cancer biology and immunotherapy. Together, these materials introduce cancer genomics data analysis, laboratory-based cancer biology instruction, and computational methods for predicting cancer neoantigens. Collectively, they show how combining data-driven inquiry, laboratory experience, and bioinformatics tools can help prepare the next generation of technicians for this rapidly evolving field.

In the ATE Survey 2025 researchers at The Evaluation Center at Western Michigan University report that 50 percent of 294 Advanced Technological Education (ATE) initiatives provided at least one type of student service or support in 2024.

The most frequent ATE student-focused activities were support obtaining certifications or licenses; mentoring; business and entrepreneurial skills development; support for transitioning into college; and student competitions.¹

The ATE Survey 2025 authors, who are all affiliated with EvaluATE—the Evaluation Hub of the Advanced Technological Education Program, also cited other researchers’ work and noted, “Studies have shown that students who experience these types of enrichment and support programs are more likely to have positive attitudes toward science and sustain interest in STEM.”²

At the 2025 ATE Principal Investigators’ Conference 44 students and recent alumni of ATE programs summarized their learning experiences on posters and provided details in conversations with conference attendees during the student poster session on October 29.

Two biotechnology students exemplify how students’ fresh perspectives lead to new, interesting findings with potential to benefit others.

Kasielynn Bussard, who completed an associate degree in biotechnology with a certificate in nanotechnology at Salt Lake Community College (SLCC) this month, translated her interest in microscopy into a fundraiser for new instruments and engaging lab exercises.

Mia Ben-Ami, a biochemistry major at Los Angeles Pierce College, created a 3D prototype for holding round Petri dishes so pipetting bacteria samples for antibiotic testing could be done more efficiently with a robot.   

Released on the same day that Dr. DeRionne P. Pollard assumed the role of president and CEO of the American Association of Community Colleges (AACC), the report Resilient by Design: The Future of America’s Community Colleges offers a timely reflection on the challenges and opportunities shaping two-year academic institutions. Describing the 64-page report as “a mirror, a map, and a call to action,” Pollard invites community college educators and leaders to embrace transformation through collaboration, innovation, and data-informed strategy.

Prepared by the National Center for Higher Education Management Systems (NCHEMS) on behalf of AACC, the report examines the dynamic pressures facing community colleges. Drawing on surveys, interviews, and research, Resilient by Design outlines how demographic shifts, declining enrollment rates, rapid technological changes, evolving workforce demands, differing student expectations, and broader economic and political forces are reshaping the landscape of higher education. However, the report frames these pressures as opportunities to innovate, collaborate, and rethink how colleges deliver on their mission of access, adaptability, and workforce development.

Seven years ago as a member of the team developing the Advanced Technological Education (ATE) grant proposal for the Micro Nano Technology Education Center (MNT-EC), Peter Kazarinoff suggested requesting funds for podcasts that would feature semiconductor technicians talking about their careers.

Kazarinoff said he thought it was important for working technicians to share their stories “so that other community college faculty can hear what those working technicians do. And then other community college students can hear what they might be doing once they graduate because there aren't a whole lot of alumni stories out there about technicians that work in the semiconductor industry.”

He pointed out that because semiconductor factories, which are called fabs, are closed environments due to the sensitivity of equipment and intellectual property most people do not know how they operate.

When Kazarinoff was interviewed for the ATE Impacts Blog in early October he had just completed his 59^th interview for Talking Technicians, which is in the midst of its sixth 12-episode season for MNT-EC.

He continues to be impressed by the “life transformations” that have happened as a result of people becoming technicians. Kazarinoff explained that he always asks the people he interviews, “How did your life change when you became a technician?

“And the answers to that question have just been illuminating and inspiring and make me want to keep working as a community college faculty member and working on MNT-EC and recording more episodes.

In an era of evolving industry demands and demographic shifts, people are living and working longer, extending opportunities for new and continuous education later in life.

Older learners, defined as those ages 35 and older, are becoming increasingly common in the post-secondary landscape. A recent report from Inside Higher Ed, supported by AARP, outlines the need for colleges and universities to adapt to the growing prevalence of older students. It notes that creating viable pathways for these learners can support economic growth, workforce development, and social engagement. Calling them “Generation Now,” older adults bring a unique set of assets to education, including a variety of lived experiences, intrinsic motivation, and focused goals spanning from career advancement to making a difference in the world.

The National Center for Autonomous Technologies (NCAT) is involved in three new initiatives that have attracted the attention of educators and students around the country.

Lessons that prepare students to take the Part 107 Federal Aviation Administration (FAA) drone pilot licensing exam have been downloaded more than 10,000 times since the Universal Design for Learning Small UAS Model Curriculum was posted on NCAT’s website in April 2025. The curriculum also aligns with the minimum requirements for colleges to become part of the FAA’s Unmanned Aircraft Systems Collegiate Training Initiative (UAS-CTI).

In a separate endeavor, NCAT facilitates students’ applications to the Elevate Scholarship Program, a nonprofit that three NCAT industry partners started this year to defray Part 107 exam fees for low-income students. As of September 30, 81 students between the ages of 16 and 24 had applied for the scholarships; 51 had been granted exam fee vouchers.

This year NCAT also received its formal accreditation as the training provider for the Association of Uncrewed Vehicle Systems International (AUVSI). In August, NCAT delivered its first AUVSI professional development program using the Trusted Operator Program Mentor-Protégé Model to 13 educators. With 10 educators already on the waiting list for the 2026 workshop, NCAT is developing a hybrid version of the model program to blend online instruction with an in-person, practical final exam.

 “NCAT fosters collaborations that support technician education programs in autonomous technologies and advanced transportation systems, and this year we’ve had some exceptional opportunities to expand access, elevate standards, and strengthen the skilled technical workforce pipeline,” Jonathan Beck, NCAT executive director and principal investigator wrote in an email.

Beck explained that these robust activities evolved from NCAT leaders’ decision to focus on the 148 institutions that participate in the FAAs Unmanned Aircraft Systems Collegiate Training Initiative (UAS-CTI). NCAT receives center funding from the National Science Foundation’s Advanced Technological Education program. NCAT is hosted by Northland Community and Technical College at Thief River Falls, Minnesota. 

With support from the National Science Foundation (NSF), the American Association of Community Colleges will host this year’s ATE Principal Investigators’ (PI) Conference on October 29-31, 2025, at the Omni Shoreham Hotel in Washington, D.C. The deadline for registration is October 2, 2025.

The event will bring together more than 850 NSF ATE grantees and project partners to collaboratively dive into the current issues and industry trends shaping advanced technological education. In its 32nd year, the PI conference continues to support innovation and partnership in preparing the skilled technician workforce of tomorrow. Leaders from community colleges, business, the private sector, and secondary school systems will drive valuable discussion and information sharing across disciplines.

For both new and established projects and centers, the annual PI Conference provides a chance to learn, grow, share advice, collaborate, and connect with others. Content will cover a variety of STEM fields, including engineering technology, biotechnology, advanced manufacturing, information technology, nanotechnology, and more. Spotlight sessions, learning labs, focused workshops, product demonstrations, and presentations will offer attendees the opportunity to network, share project or center updates, gain valuable insights for industry and education, and network with the ATE community.

Salvatore-John Ragusa’s first semester at Monroe Community College (MCC) included a history course, which he thought would apply toward his intended major—and a geographic information systems (GIS) course to fulfill a general education requirement. He was so impressed by the GIS lessons taught by Geography Professor Jonathon “Jon” Little that he changed his major from history to geography.

“Geography is at the crossroads of the humanities and of STEM,” Ragusa said. The GIS certificate he earned and the international internship he did remotely as part of this specialization of his associate degree in geography gave him lots of authentic experiences with GIS software and interpreting data. “That gives you the tools to display a humanities topic,” Ragusa said, explaining that as a student he focused on researching food deserts in Rust Belt cities.

Now as a Central Sales Senior Associate (Sales Support) with L3Harris Global Communications, Inc. he uses those tools to communicate with colleagues and customers in Western and Southern Europe.

“I think Jon’s program really helps students ... it’s something that genuinely helps students and builds them up,” Ragusa said.

Jon’s program is the Geospatial Information Science and Technology (GIST) Associate of Applied Science Degree at the State University of New York (SUNY) Monroe Community College in Rochester, New York.

Prior to Jon Little receiving Mentor-Connect mentoring to develop his first Advanced Technological Education grant proposal in 2015, the college had two GIS courses. And Little had a dream of building a program.

The GIST degree program with stackable credentials is now MCC’s fastest growing program. On October 1 Little will begin leading his third ATE project—Advancing Geospatial Workforce Preparation (Award 2453993). With the $679,505 grant he plans to add artificial intelligence, more cloud-based skills, and paid student internships to the program he built with his first two ATE grants.

Outreach is critical for the success and sustainability of grant-funded initiatives. It can be the key to creating lasting impact and building valuable connections both inside and outside the ATE community. By using strategic communication and dissemination, projects and centers can reach audiences in meaningful ways and drive advancements in STEM technical education. To support this mission, ATE Central offers practical resources for successful outreach, including how to best announce updates, share deliverables, connect with potential collaborators, and extend the value of your efforts well beyond the life of your grant.

Below is an overview of some of the outreach resources and tools currently provided by ATE Central and EvaluATE that can help your project or center maximize visibility, impact, connection, and long-term sustainability.