2026 Request for Proposal on Workforce Development (WFD)
The Florida Semiconductor Engine (FSE), funded by the National Science Foundation (NSF), requests proposals (RFP) to strengthen Florida’s semiconductor workforce. Specifically, this RFP seeks proposals for the creation, expansion, and enhancement of semiconductor-industry-aligned WFD programs across all 23 counties in the FSE region of service.
This RFP is prioritizing hands-on, industry-informed WFD programming and pathways that serve the full spectrum of learners, which includes students at the high-school, state-college, and university levels, as well as veterans, career changers, and foreign-speaking populations. The FSE serves 23 Florida counties: Alachua, Brevard, DeSoto, Lake, Levy, Citrus, Flagler, Hardee, Hernando, Highlands, Hillsborough, Manatee, Marion, Orange, Osceola, Pasco, Pinellas, Polk, Putnam, Sarasota, Seminole, Sumter, and Volusia. The FSE aims to broaden participation, expand its regional footprint, and develop a shared, evidence-based understanding of workforce opportunities and needs across the full service area.
All awards issued under this RFP are structured as one-year contracts of up to 12 months. This annual model keeps programs responsive to evolving industry priorities. Strong-performing projects may be considered for continuation in future years, subject to NSF funding availability, satisfactory performance, and FSE strategic priorities, though continuation is not guaranteed and is independently reviewed each cycle.
Online Proposal Submission Due Date: Friday, October 16, 2026 @ 11:59pm EST
Guidance on Drafting and Submitting Proposals can be found on this link.
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I. Priorities & Objectives
The purpose of this initiative is to support the development and expansion of industry-aligned semiconductor and advanced technology workforce programs through:
- Strengthening the regional semiconductor talent pipeline by increasing recruitment, enrollment, retention and completion in new and existing education and training programs that prepare learners for high-demand semiconductor and semiconductor-adjacent careers aligned that are aligned with current industry need.
- Enhanced enrollment and recruitment efforts that increase participation among high school students, adult learners, veteran’s incumbent workers or career changers in semiconductor related education and training programs, particularly in counties with limited awareness or access to semiconductor career opportunities.
- 2+2 articulation agreements that will create seamless education pathways through new or expanded articulation agreements, dual enrollment opportunities, or transfer agreements that reduce barriers for students progressing from associate’s degrees through bachelor’s degrees and beyond.
- Increased access to hands-on, applied learning opportunities within relevant academic programs through laboratory modernization, shared training facilities, industry sponsored projects, internships, apprenticeships, undergraduate research, faculty externships and other work based learning experiences that replicate semiconductor production environments.
The Florida Semiconductor Engine’s workforce development programming is meant to strengthen the talent pipeline and ensure a scalable, workforce-ready ecosystem capable of meeting current and future demands of the semiconductor industry.
Whereas all the activities listed above are eligible, the FSE's current NSF Year-3 funding places particular emphasis on the following priorities.
A. Hands-On Learning: The FSE uses "hands-on learning" to mean something more specific than laboratory exercises or technical demonstrations. In the FSE's framework, hands-on learning is experiential and industry-inspired, meaning the activity is directly shaped by the real problems, tools, standards, and workflows that industry partners face, not by what is convenient to teach in an academic setting.
Eligible activities include laboratory instruction using industry-current equipment, industry-originated project challenges, employer co-sponsored capstones, internships and apprenticeships with defined learning objectives, employer-embedded instruction, and faculty externships that bring current practice back into the classroom. Passive industry engagement such as plant tours, one-time guest lectures, or advisory board participation without curriculum influence, does not meet this standard. Research consistently shows that engineers learn most professional and organizational knowledge only after entering the workforce, a gap that industry-connected learning is specifically designed to close.[1] Also, students trained in industry-university collaborative environments build measurably stronger professional networks and practical competencies before entering the workforce.[2]
B: Industry-Informed Curriculum and Programming: Programs where industry serves as a genuine co-designer and end-user validator, not merely an advisory voice. Priority is given to proposals documenting how industry input shapes curriculum content, assessment criteria, equipment selection, and student outcomes.