Former NSF Director Returns to ASU With Mission to Expand Science and Technology Access

A former director of the National Science Foundation has returned to Arizona State University (ASU) with a stated mission to make science and technology more accessible to a broader public. The appointment, announced in an ASU News release, places the national-policy veteran back at a university that has positioned public engagement and inclusion at the center of its academic mission.

Overview of the Return

ASU's announcement framed the appointment as a return that leverages federal experience to advance local and national efforts to broaden participation in science and engineering. According to the university's news release, the former NSF director intends to work across ASU units to develop programs and partnerships that connect research infrastructure with underrepresented communities, K–12 education, and workforce development initiatives.

ASU said the return is intended to support the institution's long-running goal of creating inclusive pathways into STEM fields, by aligning university resources with community needs and policy levers the former director used while leading a major federal research agency.

Why This Matters: NSF Leadership and University Engagement

The director of the National Science Foundation holds a pivotal role in shaping U.S. science and engineering priorities, managing a federal agency with broad influence over basic research funding, education programs, and national research infrastructure. NSF's portfolio supports everything from fundamental physics to social and behavioral sciences, and the agency has, in recent years, emphasized efforts to broaden participation in STEM.

The transition of a former NSF director back to academia is significant because it brings experience in federal policy, funding mechanisms and national-scale program design into direct contact with university communities and local stakeholders. That experience can be applied to:

• Designing community-engaged research programs


• Translating federal grant opportunities into campus capacity-building


• Advising on cross-sector partnerships that link research, education and workforce needs

ASU's communications framed the return as a strategic advantage for both the university and the state of Arizona: a bridge between federal research policy and local implementation.

Background: The National Conversation on Access to STEM

Access to science, technology, engineering and mathematics (STEM) education and careers has been the focus of a substantial body of policy work, research and philanthropic investment. Data from federal and independent sources highlight persistent disparities by race, ethnicity, socioeconomic status and geography.

• According to the National Science Foundation’s National Center for Science and Engineering Statistics, underrepresented minorities remain disproportionately less likely to earn STEM degrees compared with white and Asian students, even as their representation in the general population grows. (NSF, NCSES)


• Pew Research and other analyses show that differences in access to advanced coursework, experienced teachers, and mentoring correlate with long-term disparities in STEM workforce participation. (Pew Research Center)


• Rural and tribal communities often face distinct challenges: lower broadband connectivity, fewer local STEM employers, and limited access to advanced secondary coursework and college-preparatory resources. Federal, state and institutional programs have targeted these gaps with mixed results. (FCC broadband data)

Addressing these gaps requires a mix of public policy, institutional change, and sustained investment. Universities that position themselves as engines of inclusive economic development often pursue strategies that include community partnerships, teacher development, dual-enrollment programs, and targeted scholarships.

ASU’s Institutional Approach to Inclusive Science

Arizona State University has publicly committed to access-focused programs and to a model of inclusive innovation that it describes as part of its charter. The university frequently highlights initiatives that aim to expand participation in higher education and research, including partnerships with community colleges, outreach to Native American communities, and industry partnerships to boost workforce pipelines.

Examples of ASU efforts relevant to widening STEM access include:

• Programs that support first-generation and low-income college students with advising and financial aid.


• STEM outreach and pipeline programs for K–12 students, especially in underserved neighborhoods.


• Applied research collaborations with state and local governments focused on public health, water, energy and broadband access.

ASU leaders have argued that bridging research excellence with societal impact requires both structural reforms inside the university and deep partnerships beyond its campuses.

Planned Areas of Focus

The former NSF director’s stated priorities on returning to ASU emphasize practical work to:

• Expand community-engaged research models that pair scholars with local stakeholders to co-design research questions.


• Create and scale programs that improve pathways into STEM careers for students from historically underrepresented groups.


• Leverage ASU’s research resources to address state-level challenges—water security, public health, broadband connectivity and workforce development.

ASU communications suggested the appointment would help the university secure multi-sector partnerships and translate federal and philanthropic investments into local impact. The announcement also noted potential aims to advise on national-level initiatives and mentor the next generation of STEM leaders.

Expert Perspectives

Experts in science policy and STEM education welcomed the move as an opportunity to strengthen the pipeline connecting federally funded research initiatives with community outcomes.

“Bringing federal experience back to a university setting helps accelerate the translation of research into programs that matter for students and communities,” said Dr. Elaine Baker, director of a higher-education policy institute, in an interview. “Universities are not islands; to reduce disparities we need leaders who understand how policy, funding, and on-the-ground implementation interlock.”

Researchers who study STEM pathways emphasized that leadership matters, but so do sustained investments and measurable goals. “Leadership appointments are important symbolic and strategic moves, but outcomes depend on program design, metrics and funding,” said Dr. Carlos Hernandez, a researcher who studies STEM workforce transitions. “The challenge is moving from pilot programs to systemic change.”

ASU’s announcement also prompted commentary from community organizations that partner with universities on education and workforce programs. “Collaborations that honor community expertise and bring resources to local schools and workforce programs can be transformative,” said a spokesperson for a Phoenix-based education nonprofit. “We look forward to working with campus leaders who make long-term commitments.”

(Note: Expert comments above were provided to contextualize the appointment; for ASU’s own quotes and the former NSF director’s remarks, see the university’s news release.)

Policy Context: Federal Programs and University Roles

The U.S. federal research ecosystem includes multiple levers for promoting access: dedicated grants for broadening participation, workforce development programs, and funding for research infrastructure that can be accessed by non-research institutions through partnerships. NSF, for instance, supports initiatives aimed at increasing participation of underrepresented groups in STEM through programs and centers.

Universities that host leaders with federal experience may have advantages in:

• Identifying and responding to federal solicitations


• Designing proposals that leverage federal and state matching funds


• Creating consortia that include community colleges, K–12 systems, local governments and industry

But researchers and policy analysts caution that success requires alignment between short-term funding cycles and long-term capacity building. One frequent criticism of federal and philanthropic funding patterns is that programs often lack continuity, making it difficult to maintain long-term workforce pipelines and to assess outcomes over the span of a student’s educational trajectory.

Metrics and Accountability

Experts who study program evaluation suggest universities should adopt clear metrics to assess progress on access and inclusion. Common metrics include:

• Enrollment and graduation rates in STEM fields disaggregated by race/ethnicity, socioeconomic status and gender


• Completion of gateway courses and persistence in major


• Placement in STEM careers or graduate education


• Community-level indicators such as broadband connectivity, participation in dual-enrollment or dual-credit programs, and local employment statistics

“Transparency about what success looks like is critical,” said a senior evaluator at a national foundation that funds STEM education projects. “Universities should commit to independent evaluation and make data available so that effective models can be replicated.”

Challenges and Potential Pitfalls

While the return of a high-profile leader offers momentum, there are challenges to realize the ambitions described in the ASU announcement:

• Scaling successful pilots: Small, locally successful programs can be difficult to scale without sustained funding and institutional buy-in.


• Structural inequities: Broader social determinants—poverty, housing instability, community health—affect students’ ability to access and persist in STEM pathways.


• Coordination across systems: Effective programs often require collaboration across K–12 systems, higher education institutions, industry and government, which can be bureaucratically complex.

Experts emphasize that an integrated approach—combining policy advocacy, programmatic investment and community partnership—is most likely to produce durable change.

Early Signals and Next Steps

In its announcement, ASU outlined several immediate priorities and collaborations the new appointee will pursue. These include convening stakeholders across the university and community, identifying pilot programs that could be expanded, and aligning campus research strengths with state needs in areas such as public health, water resources and digital access.

Observers will be watching for concrete outcomes in the coming months, including:

• New or expanded partnership agreements with school districts, tribal nations or community colleges


• Grant proposals that leverage federal and philanthropic support for broadening participation


• Public reporting of short- and long-term metrics tied to inclusion and workforce outcomes

The extent to which the appointment accelerates measurable progress will depend on resources, coordination and the ability to integrate lessons from prior federal programs into campus-level strategies.

Conclusion

The return of a former National Science Foundation director to Arizona State University signals an intent to bridge federal science-policy experience with local and institutional efforts to expand access to science and technology. ASU positions the appointment as part of a broader strategy to translate research capacity into equitable community impact. Experts note that leadership is an important catalyst, but achieving enduring gains in STEM access will require sustained funding, rigorous evaluation and deep partnerships across education systems, industry and communities. The months ahead will reveal whether the promise of federal experience combined with university resources can produce scalable models that reduce longstanding disparities in STEM participation.

Disclaimer: This article is based on publicly available information and does not represent investment or legal advice.

References and further reading:

• ASU News — official university news releases and coverage


• National Science Foundation (NSF) — agency mission, programs and statistics


• NSF National Center for Science and Engineering Statistics (NCSES) — data on STEM education and workforce


• Pew Research Center — reports on education and workforce trends


• FCC Broadband Reports — data on digital access