Action Collaborative

Action Collaborative on Education and Workforce Trajectories in Tech

The Tech Action Collaborative brings organizations together to facilitate collaboration and partnerships, explore evidence-based practices, and share on-the-ground experience with the goal of strengthening tech education and workforce pathways–supporting a thriving tech ecosystem. Together, members work to improve recruitment, retention, and advancement across tech education and careers.

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News and Updates

Upcoming Workshop: The Impact of Artificial Intelligence on Education and Workforce Trajectories in Tech

Update

On March 30, 2026, the Action Collaborative on Education and Workforce Trajectories in Tech will be hosting a one day workshop. Visit the event page to learn more.

About Events Projects News and Updates

Description

Building on decades of National Academies consensus reports focused on strengthening the U.S. STEM workforce, the National Academies of Sciences, Engineering, and Medicine will launch an Action Collaborative on Education and Workforce Trajectories in Tech. This initiative will bring together institutions of higher education and other organizations to transform pathways in tech education and careers that enhance opportunities for STEM-trained individuals to effectively contribute to work in the tech industry.

The Action Collaborative will engage in the following activities:

Collaboration: Engaging leaders from across the research enterprise to establish partnerships and networks among themselves and with the tech industry.

Collection of Novel, Promising, and Evidence-based Practices: Sharing, compiling, exchanging, and identifying novel approaches, pilot initiatives, and promising practices designed to support the well-being and success of the tech workforce in order to meet the high demands of the industry.
Discussing and Advancing Research Priorities: Developing and designing shared agendas for research that addresses gaps in supporting a thriving tech workforce, as identified by consensus study reports.
Communication Strategies and Resources: Developing joint communication materials that share resources and lessons learned from the work of the Action Collaborative.

Specifically, the Action Collaborative will:

Hold meetings for Member Organizations to learn from each other as well as from experts and key constituencies;
Convene public workshops involving the broader higher education and research community, key constituencies, and experts for the purpose of sharing and advancing innovative ideas and successful practices;
Facilitate and organize working groups that may produce individually-authored publications for the broader tech community; and
Publicly share practices, resources, tools, research, and lessons learned from the work of the Action Collaborative Member Institutions, researchers, and other organizations.

Taking Action

Our member organizations are taking action to improve career pathways in STEM, from pioneering new programs to supporting local communities. Find out more below.

Empowering Promising STEM Talent at University of Arizona: From Access to Graduation*

The ASEMS (Arizona’s Science, Engineering, and Math Scholars) program at the University of Arizona is a comprehensive student support initiative designed to increase STEM degree completion. ASEMS focuses on undergraduates with strong potential who may face additional barriers to academic success—specifically, those who are the first in their family to attend college, come from low-income backgrounds, have transferred from community colleges, or come from communities that do not typically pursue STEM careers.
Through a combination of financial support, mentorship, skill-building workshops, and community-building activities, ASEMS helps students navigate the challenges of STEM education and persist through graduation. The program is grounded in research-backed strategies that foster a sense of belonging and professional identity in STEM, build academic confidence, and connect students with resources that enable long-term success in science and engineering fields. ASEMS participants from low-income households have a 92% 1-year retention rate compared to a 79% rate for non-ASEMS freshmen in STEM majors.
By addressing both academic and non-academic factors that impact persistence in STEM, ASEMS serves as a model for how organizations can intentionally support promising students along the pathway to a STEM degree.
*This institutional example is from the University of Arizona’s 2024 Actions Planned or Taken Questionnaire response.
Community-Rooted Collaboration: University of New Mexico’s Institutional Partnerships with Tribal and Coal Communities*

The University of New Mexico (UNM), through its Tech Transfer and Economic Development Office, UNM Rainforest Innovations, is advancing place-based partnerships that respond directly to the economic needs of tribal and coal-impacted communities across the state. Central to this effort is the New Mexico Tribal Entrepreneurship Enhancement Program (NMTEEP), a three-year initiative funded by the U.S. Economic Development Administration.
From April 2022 to April 2025 NMTEEP provided targeted support to the local community, including Native American entrepreneurs, by building sustainable pathways to economic growth, wealth creation, and business development—particularly in communities deeply affected by coal mine closures. The program’s model emphasizes trust-building and culturally informed engagement, employing tribal liaisons to lead discovery sessions, facilitate entrepreneurial training, and collect insights through storytelling and community events. Rather than relying solely on conventional data collection, NMTEEP recognizes oral storytelling and lived experience as valid and valuable methods for understanding barriers and solutions.
These discovery efforts have already surfaced critical information on the unique challenges and opportunities faced by Native entrepreneurs throughout New Mexico. The findings are being used to inform UNM and other service providers on how to more effectively support these communities. As the program evolves, it aims to shift from broad, statewide discovery toward more targeted engagement at the local level, while also seeking sustained investment to continue and deepen its impact.
* This institutional example is from the University of New Mexico’s 2024 Actions Planned or Taken Questionnaire response.
STEM Pathways in Action: Supporting Student Transitions at Cal State LA*

California State University, Los Angeles is advancing a comprehensive set of programs that build and strengthen STEM pathways—from middle school through college—with a focus on student transitions and early engagement.
To support students transferring from local community colleges, the university’s College of Engineering, Computer Science, and Technology has developed a Transfer Pathway in partnership with regional institutions. This initiative eases the transition to the university by offering tailored advising, peer-mentoring at the pre- and post- transfer levels, and clear pathways into STEM majors.
Additionally, Cal State LA has expanded its LaunchPad program—a hands-on STEM experience for K-12 students—into a year-round model called LaunchPad-X, which brings STEM programming directly into local elementary, middle, and high schools. This approach increases access to experiential learning opportunities and keeps students connected to STEM exploration throughout the academic year.
Together these efforts illustrate a holistic, long-term approach to developing STEM talent and supporting student success from early education through college completion.
*This institutional example is from the California State University, Los Angeles’ 2024 Actions Planned or Taken Questionnaire response.

Membership Organizations

The Tech Action Collaborative has engaged more than 30 Member Organizations representing a range of institutional types, including R1 universities, small private colleges, state and regional public institutions, national laboratories, and government agencies. Each Member Organization makes a financial commitment and appoints representatives to participate in the activities of the Tech Action Collaborative. Member representatives have included division and center directors, laboratory C-suite executives (e.g., Chief Research Officers, Chief Human Resources Officers), deans, department chairs, faculty, and associate or vice provosts.

The Tech Action Collaborative is guided by one oversight body: the Leadership and Advisory Committee. Members of the committee consist of experts and leaders from across the tech ecosystem, including leaders from the higher education community, National Laboratories, tech companies, professional societies, nonprofits, government, research, experts, and/or practitioners. The committee ensures that the activity is grounded in research, provides a range of perspectives, and confirms that the work is consistent with the findings and recommendations of the relevant National Academies reports.

The Tech Action Collaborative has core support from Lyda Hill Philanthropies and the Henry Luce Foundation, which has enabled participation of a range of institutions from across the country in the work and membership of the collaborative.

Members and staff of the Tech Action Collaborative at a meeting in December 2023.

Become a Member

Members of the Tech Action Collaborative commit to raising awareness, sharing practices, and developing, implementing, or evaluating efforts annually to advance education and workforce trajectories in tech. Each Member Organization provides financial support for the Tech Action Collaborative. These member institutions will work over 4 years (2023-2027) to share individual work and collaborate to take action, beginning with the inaugural Founding Members Launch meeting on December 6-8, 2023. Membership is open to institutions interested in taking part in this activity. For additional information on applying to join the collaborative, contact Jeena Thomas at jmthomas@nas.edu.

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Contributors

Committee

Member

Staff Officer

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Members

Arizona State University

California State University, Los Angeles

Cornell University

Hawaii Pacific University

National Institutes of Health: Office of Research for Women’s Health

Tufts University

University at Albany

University of Arizona

University of New Mexico

Vanderbilt University

Widener University

Staff

Jeena M. Thomas

Lead

Ashley Bear

Andrea Dalagan

Major units and sub-units

Center for Advancing Science and Technology

Lead

Science and Engineering Education and Workforce Program Area

Lead

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Action Collaborative on Education and Workforce Trajectories in Tech

News and Updates

Description

Taking Action

Empowering Promising STEM Talent at University of Arizona: From Access to Graduation*

Community-Rooted Collaboration: University of New Mexico’s Institutional Partnerships with Tribal and Coal Communities*

STEM Pathways in Action: Supporting Student Transitions at Cal State LA*

Become a Member

Contributors

Committee

Sponsors

Members

Arizona State University

California State University, Los Angeles

Cornell University

Hawaii Pacific University

National Institutes of Health: Office of Research for Women’s Health

Tufts University

University at Albany

University of Arizona

University of New Mexico

Vanderbilt University

Widener University

Staff

Major units and sub-units

Contact

Provide feedback