Lumina Foundation is working to increase the share of adults in the U.S. labor force with college degrees or other credentials of value leading to economic prosperity.
The United States is making historic investments in emerging technologies, including quantum computing, biotech, semiconductors, clean energy, advanced manufacturing, and data infrastructure—essential sectors not only for economic growth but also for national security and global competitiveness. At the same time, talent pipelines for these critical industries are not keeping up with demand.
Recorded live at the recent 2026 ASU+GSV Summit in San Diego, Lumina Foundation's Jamie Merisotis joins a panel of higher ed experts, technology innovators, and workforce leaders to discuss how state governments, employers, and educators are working to fill this gap through partnerships with community colleges, apprenticeships, and the development of more agile learning pathways.
Veronica Ulloa, Kierra Alford, Isa O’Brion, and Nataly Garcia remember what it was like to walk onto the campus of Chico State and feel like they didn’t belong. Most people they met seemed to be from Los Angeles or Sacramento, while their towns were best known for having one stoplight. They ultimately struggled to connect with peers who did not need scholarships to attend college. And the learning curve for finding resources on campus often felt steep.
But when they joined North State Student Ambassadors, a rural affinity group, things changed. There, they found a sense of connection and shared purpose.
As technology continues to reshape today's workforce, what exactly do employers want from their employees, and what is the role of employers in helping to prepare these workers for the jobs of today and tomorrow?
Those questions are the subject of this conversation with Lisa Larson, CEO of Education Design Lab, which works with colleges and other organizations to develop programs and pathways that reflect the training needed for an evolving workforce.
Becoming a new public school teacher in California means facing an impossible choice: work for a high-need school, making a full-time salary but with little support or training, or get the proper education and training but lose a year or more of wages.
For decades, those were often the only options. But recently, California has expanded opportunities for teachers to get paid training for work at high-need schools, namely through special grants and through programs known as teacher residencies. This fall, the state will launch its first registered apprenticeship program for teachers, which means it gives students a chance to earn a wage and a teaching credential at the same time.
Despite efforts to improve access, disabled students are still less likely to enroll in college, feel comfortable in higher education, and graduate than their peers. Research also suggests that many do not disclose their disabilities after enrolling in an institution, which limits the support available to them.
In this interview, a research expert at Rutgers University explains why existing efforts to improve access and inclusion for disabled students have so often fallen short of their ambitions and what must happen for systemic change to take hold.
New survey research from the Trevor Project found that LGBTQ+ young people continue to report high rates of depression, anxiety, and suicide risk. The findings suggest that mistreatment, stigma, and discrimination drive these challenges, not LGBTQ+ identity itself. The study also notes that supportive colleges can play a lifesaving role by creating environments where LGBTQ+ people feel safe, accepted, and supported.
Ronita Nath, vice president of research at the Trevor Project, says that more than 500 anti-LGBTQ+ bills have been introduced in the United States this year, underscoring the broader political climate that LGBTQ+ young people are navigating.
