By Kritika Agarwal
In a recent request for information, the Department of Energy asked how it can partner with industry and universities to ensure that American students are prepared for future careers and that the nation is training enough scientists and engineers “to lead the world in AI-powered science innovation and applications.” In its response, AAU encouraged DOE to establish new dual-competency training pathways that help students gain both AI fluency and deep expertise in a scientific or engineering field.
As an association of 69 leading research universities in the United States, AAU is well-positioned to address these questions. Instead of treating AI as a standalone specialty, AAU argued that DOE should back degree and training programs where students learn to apply AI tools directly to disciplines where it already has proven applications (such as materials science and engineering, computational chemistry, plasma and high-energy physics, electrical engineering, applied mathematics, and systems biology, among others).
AAU also suggested that DOE offer incentives and support for the co-designing and development of curricula that provide students embedded research experiences and opportunities to receive mentorship not only from university professors, but also from industry experts and researchers working in DOE national labs. “For instance, a student at a research university could develop foundational knowledge initially through coursework, including some taught by visiting industry experts, followed by research rotations in nearby lab or company partners with university co-mentoring throughout,” AAU noted.
“For instance, a student at a research university could develop foundational knowledge initially through coursework, including some taught by visiting industry experts, followed by research rotations in nearby lab or company partners with university co-mentoring throughout."
Examples of such dual-competency programs already exist:
The University of Chicago’s AI-enabled Molecular Engineering of Materials and Systems for Sustainability (AIMEMS) program, for example, partners with the Argonne National Laboratory to train graduate students on AI, machine learning, and “AI-enabled molecular engineering of materials and systems for sustainability.”
Graduate students in the program are “co-advised by a team consisting of UChicago faculty, an Argonne scientist, and an industrial advisor.” The AIMEMS program, created in collaboration with the National Science Foundation’s Research Traineeship Program, is an example of how the next generation of AI talent can be forged through strategic university-national laboratory-industry partnerships.
- Johns Hopkins University’s and Morgan State University’s AI Driven Advancements of Microelectronics (ADAM) program is “dedicated to cultivating the next generation of leaders in microelectronics by integrating cutting-edge research and education in artificial intelligence and semiconductor materials and devices.” As part of the program, students gain strong foundational knowledge in AI and semiconductor technologies and are required to complete an internship at an affiliated industry or government lab partner. Students can choose career tracks, including entrepreneurship, industry, research, academia, or public service. ADAM also receives funding from the NSF Research Traineeship program.
AAU noted that in order for such programs to be successful, they must offer “authentic benefit” to students. “The opportunity to gain exposure to authentic real-world scientific workflows, projects, and infrastructure is a powerful draw for talented young students and researchers,” AAU noted, adding: “Employers are more likely to hire graduates who participated in ‘high-impact practices’ and other applied, hands-on experiences while in college.”
AAU also encouraged DOE to incorporate humanities training in dual-competency programs so students can gain other durable skills, including creative and critical thinking, oral and written communication, ethical reasoning, and more. At the University of Arizona, for example, applied humanities courses equip STEM students with “the cognitive, creative, international, interpersonal, and intercultural skills and competencies that only the humanities can offer,” AAU noted.
AAU urged DOE to create a “centralized, easily accessible, online portal” for finding opportunities for students looking for a national lab or industry experience. AAU also encouraged DOE to lean into strategies that brand such programs as “mission-oriented” opportunities to work “with America’s best and brightest to tackle society’s biggest challenges” in order to attract students.
The DOE’s recently-launched Genesis Mission, which seeks to advance scientific advancement through AI – offers a major opportunity for the department to strengthen the creation of an AI-ready scientific workforce. However, as AAU noted, realizing this potential will demand intentional, well-funded partnerships that embed dual-competency training, experiential learning, and mission-driven opportunities throughout U.S. higher education.
Kritika Agarwal is assistant vice president for communications at AAU.