�鶹������ý

Employer is rising across industries, and community colleges are . These institutions, which have long served as key hubs for workforce development, play a critical role in training workers in an evolving job market. Today, at least one community college-level AI offering exists in most U.S. states, making the training available for millions of underserved people, including low-income, people of color, and rural residents.

As these programs grow to encompass the full range of education and training, from K-12 to , policymakers and college leaders can further enhance these offerings by listening to the voices of those enrolled in the programs.

Last year, �鶹������ý’s Future of Work & Innovation Economy Initiative interviewed students from the nation’s first cohort of community college AI programs. Students and recent graduates from associate’s and bachelor’s degree programs shared their experiences and feedback for program enhancement–highlighting the importance of work-based learning and stackable credentials. Notably, though, the perspectives of certificate students were missing from these discussions. As demand and the in AI continue to grow, these perspectives will be critical for maximally serving student needs.

As part of our ongoing investigation, �鶹������ý interviewed three students currently enrolled in AI certificate programs at community colleges to derive insights that can inform program design and implementation.

In recent years, fewer students have earned traditional degrees, while the number of. In 2021, certificates accounted for of the credentials awarded by community colleges. Certificate enrollees are than those pursuing associate or bachelor’s degrees.

Take Stetson Berg, for example. After earning both his bachelor’s and master’s degrees, he is now pursuing a certificate in (CNM). Currently, he works as a Digital Strategy & Innovation Manager at CVS Health. For him, the certificate offered a flexible and cost-effective way to stay ahead in a rapidly evolving field. “I’d be in a better position by enrolling now than waiting and not acting, given how quickly things are changing,” he explained.

An IMF report concluded that , underscoring the importance of community colleges in preparing a skilled technical workforce. In a webinar last fall, industry leaders noted that people won’t necessarily be replaced by AI but by those with AI skills. Colleges should use employer testimonials, data, and profiles of working adults currently enrolled in their certificate programs to demonstrate their alignment with labor market needs to prospective students.

States can also support the promotion of AI certificates as an upskilling tool. A notable example of a state investing in workforce training is Ohio’s initiative, designed to develop a skilled technology workforce. TechCred supports Ohio businesses, workers, and the state’s economy by reimbursing employers who assist their employees in earning industry-recognized, technology-focused credentials.

The number of AI offerings has grown across community colleges, partly due to key investments from employers and federal agencies. For example, to expand AI certificate programs across community colleges, following in the footsteps of and . Recently, the U.S. National Science Foundation awarded a $2.8 million grant to Miami Dade College, Houston Community College, and Maricopa Community College District to launch a to scale AI programs at 2-year institutions.

There is , but the career outcomes value of certificates in the labor market remains unclear compared to associate bachelor’s degrees. Berg hopes that his exposure to AI will give him a competitive edge over other employees. Still, he admitted uncertainty about what specific AI skills employers seek or how his certificate will translate into tangible career outcomes.

His concern reflects a broader sentiment among certificate earners. According to the , one in four adults felt their post-secondary certificate was not useful for getting a job, and 40 percent believed it didn’t help increase their pay. Additionally, despite the growing market around certificates, which are seen as a quicker and cheaper path to becoming credentialed, research suggests their economic payoff may be .

Community colleges currently offering or considering an AI certificate program must be especially mindful that their programs lead to quality jobs and careers. �鶹������ý’s series on How to Plan, Deliver, and Improve Non-Degree Workforce Programs offers valuable guidance for colleges to meet evolving labor market needs around AI.

Given the uncertainty surrounding certificates and the evolving nature of jobs integrating artificial intelligence skills, provide students with bite-sized entry points into AI literacy and skill attainment while offering opportunities to reduce the money and time needed to pursue further education in the future.

Paula Gallego is a Miami Dade College alumna who returned to campus after twenty years upon learning about their AI offerings. Her interest was sparked after sending her high school children to an AI boot camp at the college. Miami Dade College provides various AI education programs for students at different skill levels, including boot camps, certificates, associate degrees, and baccalaureate programs. help students like Gallego build on their prior credentials progressively–she is working toward her AI Practitioner College Credit Certificate and hopes to remain at Miami Dade for their Bachelor of Science in Applied Artificial Intelligence program.

Unfortunately, stackable pathways too often exist in principle rather than practice. Community college AI offerings already range from the shortest format to a full-form applied bachelor’s degree. Colleges offering these programs must design stackable pathways that enable skills to build upon one another.

Miami Dade was one of the first community colleges to offer multiple AI programs and has successfully created stackable pathways across its AI portfolio. Another model is Lorain County Community College’s Fast-Track program. Fast-Track non-credit and credit-bearing workforce programs align with well-paying industries projected to grow within Northeast Ohio in the coming years, including advanced manufacturing, healthcare, information technology, trades, and finance. Fast-Track programs seamlessly stack into advanced certificates and degrees at Lorain, providing an on-ramp to higher education and career opportunities.

Work-based learning is critical for equipping students with the tacit knowledge that comes with hands-on, experiential learning. These opportunities are crucial for , where labor market needs are complex and evolving. Industry leaders speaking during a �鶹������ý event on AI education and workforce development at community colleges affirmed that hands-on and work-based learning opportunities are essential for preparing students with digital readiness skills. Antonio Delgado Fornaguera, Vice President of Innovation and Technology Partnerships at Miami Dade College, remarked, “Work-based learning ensures that you don’t need to wait until you graduate to touch the reality.”

Jason Stephens, currently enrolled at Central New Mexico Community College, is earning his AI Certificate while pursuing his associate’s degree. With a strong background in technician and engineering roles, he liked “getting under the hood” and developing his portfolio, including a recent , an international robotics competition in Cambridge, England. Similarly, Gallego emphasized the value of getting to know people in the industry and working with tech companies that help bridge the gap between classroom learning and industry demands.

Institutions should ensure that students can apply what they learn through experiences such as internships or micro-internships, project-based capstones, apprenticeships, and job placements, which can improve career outcomes. Collaborating with local and regional employers is essential for developing AI skills through hands-on, industry-relevant projects. The NSF Experiential Learning for Emerging and Novel Technologies () program funds hands-on learning at colleges for students from nontraditional backgrounds, equipping them with the skills necessary for emerging technologies.

Employers like Intel, , , and have invested in community college capacity building, creating an excellent foundation for colleges to start building programs. However, it is essential for colleges to continue collaborating with local and regional employers on curricular development and to ensure that the skills graduates need are being properly vetted. These employers will likely hire from college programs, partner on work-based learning opportunities, and grow the local innovation economy.

Central New Mexico Community College on its certificate and degree programs, but some students voiced concerns about whether the curriculum reflects broader industry trends. Berg questioned, “I’m not sure if we’re getting AI competencies based on other companies,” while Stephens noted that his assignments were already outdated when he completed them.

Seventy-two and institutions should work with local and regional employers who will employ their students. To strengthen partnerships with local employers, colleges can implement the Building Industry Leadership Team (BILT) model for employer engagement and standardize how industry advisory committees are administered across the college. Additionally, Miami Dade College’s new NSF-funded AI consortium is specific to the applied AI labor market, which can be an excellent resource for colleges.