The National Applied Artificial Intelligence Consortium (NAAIC) is a new NSF ATE-funded initiative that addresses the growing demand for skilled AI professionals in industries nationwide. A collaboration between Miami Dade College, Houston Community College, and Maricopa County Community College District, NAAIC serves as a bridge between community college academia and industry. By developing innovative training programs, offering mentorship, and fostering partnerships with tech giants like Intel, AWS, Microsoft, and Google, NAAIC empowers community colleges to prepare students for impactful careers in AI.

To tell us more about the work of NAAIC, ATE Impacts interviewed NAAIC Co-PI, Antonio Delgado Fornaguera. Antonio is Miami Dade College’s Vice President of Innovation and as such, has secured over $50 million in grants and has launched key programs like the first Bachelor and Associate degrees in Applied AI in Florida, the NSA-designated Cybersecurity Center of the Americas, and the Electric Vehicle Training Center in collaboration with Tesla.

Through NAAIC, Antonio and his team are advancing the education and training of a diverse technical workforce. By creating pathways to industry-aligned AI certifications, supporting faculty professional development, and building a vibrant community of practice, NAAIC ensures that community colleges remain essential to shaping the future of applied AI education.

Can you talk a little about the creation of NAAIC? What needs in the workforce did you see that led to the development of this consortium? 

The National Applied AI Consortium (NAAIC) was created to address a critical shortage of skilled AI professionals and meet the growing demand for workforce development in artificial intelligence. As AI reshapes industries, employers need a workforce that is not only technically proficient but also capable of applying AI to real-world industry challenges. Community colleges play a vital role in addressing this need, as they can provide accessible, practical training programs that are aligned with local and regional workforce demands. With their focus on affordability and flexible learning paths, community colleges are uniquely positioned to offer hands-on, industry-relevant AI training, making it possible for a broader and more diverse student population to enter the AI field. 

NAAIC draws on the practical experience and leadership of pioneering institutions like Miami Dade College (MDC), Houston Community College (HCC), and Maricopa County Community College District (MCCCD), which are the first colleges in the U.S. to develop and implement undergraduate AI degrees. These community colleges bring unique insights into AI workforce development, having created some of the nation’s earliest degree programs tailored to the demands of modern industries in collaboration with companies like Intel, Microsoft, AWS and Google. Their initiatives address the critical shortage of skilled AI professionals by equipping students with foundational and applied AI knowledge that is directly transferable to the workforce. 

Sharyl A. Majorski has come full circle in the Advanced Technological Education (ATE) program. Her first involvement began 15 years ago when she attended an ATE professional development program for tribal college educators. She was then an adjunct instructor. Now she is the tribal college consultant to Environmental and Natural Resources Technology (EARTh) Center.

To community college educators who want to build effective partnerships with Indigenous communities, Majorski suggests attending a tribal event and showing respect. “True respect values the people from the very beginning of a concept and listens to what they have to say throughout,” she said.

Majorski’s outreach efforts for the EARTh Center are informed by her work with students as an adjunct chemistry and physics instructor at the Saginaw Chippewa Tribal College and as a chemistry lab coordinator at Central Michigan University (CMU).

In 2009 and 2010 Majorski participated in the Tribal College Fellows Institutes offered by the National Partnership for Environmental Technology Education (PETE) with ATE support in collaboration with the Advanced Technology Environmental and Education Center (ATEEC).

She used what she learned at the institutes in multiple ways. First, she added an undergraduate research project at the Saginaw Chippewa Tribal College where students studied the Chippewa River. Students examined water quality through various chemical tests and collected aquatic macroinvertebrates as water quality indicators. Then she helped the college obtain a $400,000 grant from the U.S. Department of Agriculture. At CMU she and colleagues wrote a proposal that received a $190,688 Course, Curriculum and Laboratory Improvement grant from the National Science Foundation to purchase equipment for undergraduate researchers to use.

In spring 2024 Majorski moderated discussions at the EARTh Center’s summit with 12 tribal college educators and a tribal community elder. Summit participants’ insights are being incorporated into a best practices guide that the EARTh Center is developing. The summit participants also recommended topics for the weeklong Fellows Institute for Tribal Faculty that the EARTh Center will offer in June 2025 on Beaver Island, Michigan.

Majorski provided written responses to questions about building relationships with tribal college educators and how she sustains partnerships. She also has multiple suggestions about things that educators can do to improve their connections with Native American communities.

As dual enrollment (DE) programs continue to grow, with nearly 2.5 million students participating, DE programs offer a pathway to higher education for historically underserved communities. However, despite the potential for DE to create more equitable access to college, many students from low-income and marginalized backgrounds face barriers that limit their participation. To better understand the needs of these students, the Community College Research Center (CCRC) conducted a study in 2022-23, interviewing 97 predominantly Black, Hispanic, and low-income students across Florida and Texas. The findings revealed six key "wants" that educators can use to think about when participating or developing courses for DE.

1. Students Want to Know About DE Earlier

Many students first hear about DE through family members or by chance in high school. Early awareness can help underserved students better prepare for college-level coursework and take full advantage of DE opportunities. Community colleges should start outreach in middle school, using community resources like local media, community centers, and even elementary school events to spread awareness. Outreach efforts like short videos, such as ATE's Student Success Stories, can grab attention more quickly and inform young students about pathways.