Page 2 – Micro Nano Technology Education Center

The Semiconductor Freight Train: Challenges and Opportunities for Educators

Guest Post by Deb Newberry

Image Credit: Daniel Abadia via Unsplash.

The pace of change in the semiconductor industry is nothing short of astonishing. This “freight train of change” impacts every aspect of the ecosystem—from how electrical circuits are designed (think AI and quantum computing) to the advent of multi-layered circuits enclosed in a single package. Each technological leap reshapes what the workforce must know and what educators must teach to prepare students for this rapidly evolving field.

A Changing Landscape: New Materials, Processes, and Demands

At the core of these advancements lie breakthroughs not only in circuit design but also in the very materials used to manufacture semiconductors. While silicon and gallium arsenide remain foundational, materials like carbon nanotubes, graphene, tellurium, and molybdenum are emerging as key players.

These advancements are driven by equipment manufacturers who continue to push the boundaries of operational capabilities and refine parametric constraints to meet the demands of smaller, faster, and more efficient chips. Workforce development agencies around the USA are diligently working to keep up with these advancements, as are educators who must adapt teaching methods to live in the ripple effect of so much change.

The Education System’s Critical Role

The semiconductor industry’s success hinges on an agile and adaptive education system. Educators must guide students to a deep understanding of emerging physics, chemistry, and materials science concepts while introducing them to the complexities of semiconductor devices and fabrication. Beyond simply teaching technical content, they must inspire curiosity and prepare students to thrive in an industry of continuous change.

The need for flexibility in the education system itself compounds this challenge. Administrative hurdles and lengthy review processes often bog down curriculum updates. To truly meet industry needs, educators need the freedom to:

Quickly incorporate new topics like carbon nanotube-based fabrication or AI-driven circuit design.
Deliver hands-on training in cleanroom protocols and advanced testing techniques.
Experiment with new teaching methods and delivery approaches tailored to complex content.

The stakes are high. Only by giving educators the tools, training, and support to respond swiftly and effectively can a workforce be created capable of steering this “freight train” of technological advancement.

Educator Challenges

I’m about to “preach to the choir.”

Educators live in a state of “unprecedented” change. That word gets bandied about often, but the reality is that teachers must not only teach but constantly and continually learn. Educators must grasp these concepts before introducing students to advanced materials or processes. This dual burden—learning and teaching—is intensified by the steep learning curve of entirely new technologies like extreme ultraviolet (EUV) lithography or chiplet architectures.

Additional challenges include:

Keeping Pace: We must find ways to help educators stay ahead when the knowledge landscape shifts constantly.
Building Partnerships: We need strong connections between community college faculty and industry professionals. That will also provide more access to new tools and better resources.
Systemic Barriers: Administrative requirements and funding constraints often slow the adoption of updated curricula (from the above two points), leaving gaps between industry needs and educational efforts.

Saying Yes to Change: The Only Way Forward

Change is hard. It’s uncomfortable, messy, and sometimes feels impossible in the face of overwhelming challenges. But if there’s one thing I know, it’s this: educators are some of the most resilient, adaptable, and resourceful people. Many have already stepped up—learning new content, experimenting with their teaching, and doing whatever it takes to prepare students for a fast-changing semiconductor industry.

The good news? Educators aren’t in this alone. Industry leaders are ready to lend a hand, offering partnerships, funding, and hands-on training opportunities to help bridge the gap between what’s needed and what’s possible. Together, we can tackle this. But we have to be willing to say “yes”—not cautiously but with confidence and a willingness to embrace the unknown.

So, where do we start?

Empower Educators: Give them the time, resources, and professional development opportunities they need to stay ahead of emerging technologies. They can’t teach what they don’t know—let’s make sure they have the know-how.

Streamline Curriculum Updates: Cut through the red tape. Make it easier for educators to update and adapt their courses to respond to industry needs as they arise. We don’t have time to wait.

Strengthen Partnerships: Build meaningful relationships between schools and industry. Let’s create a space where companies share what they need in their workforce, and educators translate that into real-world skills for students.

Encourage Innovation: Give educators the freedom to experiment. Whether using AR/VR to simulate cleanroom training or AI tools to teach circuit design, new approaches can make all the difference in preparing students for the future.

The train is already moving. The semiconductor industry isn’t slowing down, and neither should we. It’s time to get on board—not with hesitation, but with purpose and vision.

It Starts With Yes

The semiconductor industry’s future—and that of so many connected fields—depends on what we do today. And the truth is that educators are at the very heart of this transformation. Saying “yes” to change, collaboration, and bold ideas isn’t optional anymore—it’s necessary. In a future post, I’ll be sharing ideas for helping educators learn “faster.”

But that “yes” has to mean something. It’s not just a word. It’s action. It’s support.

Yes is breaking away from the comfort of “the way we’ve always done things” and trying something new, even if it feels risky. This rethinking is what true teaching looks like and how we can best prepare students for the opportunities waiting for them.

This isn’t just about keeping up. It’s about leading the way. The train is moving fast, but we can ensure everyone’s ready for the ride. Let’s say “yes” to change, and let’s mean it.

Learn more about Deb and her work in advanced technology.

Visit her LinkedIn profile.

Center Manager Notes — Partner Spotlight: Dr. Peter Kazarinoff

Peter Kazarinoff, LinkedIn Profile

University of Washington; Doctor of Philosophy (PhD), Materials Science and Engineering
Cornell University; Bachelor’s degree, Chemistry
Connect with Me: peter.kazarinoff@pcc.edu
Passion Projects:
- Talking Technicians Podcast
- Journal of Advanced Technological Education (J ATE)

Location: Portland Community College, Oregon

Dr. Peter Kazarinoff, Portland Community College

This month’s Spotlight is with Dr. Peter Kazarinoff. I met Peter back in 2012 when he was with the Seattle Hub for Integrating Nanotechnology Education (SHINE) center. He has always been driven and passionate about technician education and student success. He does what he can to make it easier for his students to succeed. For example, he wrote an open-access textbook on computer coding (links below). This allowed his students and others to save money on expensive textbooks. These kinds of actions make Peter one of the most thoughtful people I know. I am honored to work with him every day and help him with his projects.

Can you share your background and the pioneering work you’ve done in your field?

I’ve been working in nanotechnology and technician education for over a decade. My journey began with the SHINE center, where I developed educational resources to support technician training. Since then, I’ve been involved in several projects at Portland Community College (PCC) and with MNT-EC, creating impactful resources such as open educational textbooks and building programs like J ATE and the Talking Technicians Podcast.

Can you describe the key initiatives or projects you’ve led/worked on at MNT-EC?

I work on two main initiatives: the Talking Technicians Podcast and the Journal of Advanced Technological Education (J ATE). Both projects were created from scratch with the support of MNT-EC’s principal investigator and center manager. The podcast is unique in that it interviews former community college technicians working in companies within the micro nanotechnology (MNT) sector. I also work on the Outreach and Professional Development Teams.

Another thing I’m passionate about is helping community college faculty publish in peer-reviewed academic journals. So much excellent and innovative work is going on at community and technical colleges. However, not all that work is disseminated or shared so others can learn from it. In addition, I want to help provide an avenue for faculty to publish to help them with professional advancement, grant project success, and grant proposals. One metric of project success for National Science Foundation-funded efforts is publishing in peer-reviewed journals. J ATE is one of the places where faculty can publish and demonstrate their success.

What are some of the educational innovations you’ve introduced or led?

J ATE ran two innovative programs: the J ATE Connect program, which paired authors with coaches to construct manuscripts, and the J ATE URE program, which guided community college undergraduate researchers and faculty mentors in creating peer-reviewed manuscripts.

In addition to producing the Talking Technicians Podcast and editing the Journal of Advanced Technological Education, I am also an author of open education resources (OER) textbooks. My textbook, Problem Solving with Python, focuses on the Python programming language and is for community college students studying computer programming. It’s important to me that we decrease the cost of community college attendance for students. Creating free OER textbooks is one way to cut student costs. (Book link above.)

Since adopting my textbook at Portland Community College (PCC), students have saved over $50,000 in textbook and software licensing fees. The success of Problem Solving with Python encouraged me to write another OER textbook, Introduction to College Engineering. This latest one is still a work in progress, but I hope we can save community college students even more money by adopting another OER book.

Next quarter, I will attempt Open Pedagogy for the first time with a class of 2nd year community college students. Based on my experience helping get students published in J ATE and my work writing OER textbooks, the idea is to have teams of students use their expertise to contribute a chapter and edit a chapter of a student-designed OER textbook on manufacturing processes. The concept of tapping into student expertise to create this book is exciting.

I’m looking forward to seeing what the class of students comes up with and how writing and editing helped them learn and understand.

Can you discuss any publications tied to your expertise that you’d like to share?

The Talking Technicians Podcast published an article in J ATE: Results and Discussion from Two Seasons of the Talking Technicians Podcast.

What impact do you hope these educational resources will have on instructors and students?

I hope more students enter technician education programs that prepare them for careers in the semiconductor and MNT industries. Sharing the excellent work community college faculty do through J ATE amplifies their efforts and creates opportunities for others to learn and grow.

What advice would you give students and/or fellow educators in micro and nanotechnology?

For students: Become a technician in the semiconductor industry. It’s a great starting point for a career with growth opportunities.
For educators: Share your work. Disseminating your successes and innovations through publications like J ATE can inspire others and contribute to advancing the field.

What do you love best about your work?

In particular, I enjoy meeting with students in person during office hours. Working with individual students directly is some of my best work. Working with students one-on-one and assisting them compassionately and personally is rewarding, motivating, and energizing for me.

Another thing I love about my work is working on grant initiatives that haven’t been proven yet, and we don’t quite know where they will go when they get started. A good example is J ATE, which began as a journal for micro nano community college education and morphed into a journal for all NSF ATE Disciplines.

Five years later, J ATE has grown considerably and is embarking on a new sustainability model to keep J ATE around even after MNT-EC sunsets. At each crossroad in J ATE’s development, I’ve had to learn new skills and systems. It is exciting to have the opportunity to learn new skills and gain new knowledge. Projects like J ATE have pushed me into professional areas I never dreamed of when we started the project.

What trends do you see in nanotechnology and related technologies, particularly manufacturing?

The semiconductor manufacturing industry is growing rapidly in the United States. New factories (fabs) are under construction in Ohio, New York, and Texas, reflecting the increasing demand for a skilled workforce in this sector.

What advice would you give to young people interested in manufacturing and nanotechnology?

Try to connect with a technician working in the industry. Ask them about their job and responsibilities. If you don’t know any technicians, check out the Talking Technicians Podcast to hear their stories and gain insights into the field.

What else would you like people to know about you or your program?

In addition to my work, I enjoy playing and coaching soccer and ultralight backpacking.

Short Bio: Billie Copley, MNT-EC Center Manager

Student Success: An Interview with Ishan Jha

Ishan Jha: Engineering a Future in Technology and AI

Ishan Jha, a passionate and driven 9th grader in Fullerton, California, is making remarkable strides in technology and artificial intelligence. From a young age, Ishan’s curiosity and ambition have led him to impactful experiences, including participating in the MNT-CURN program at Pasadena City College (PCC). His story demonstrates the transformative opportunities available to students through community colleges and innovative programs.

Please tell us a little about yourself and your background.

Hi! My name is Ishan Jha, and I am a 9th grader in Fullerton, California. I’ve been interested in technology for as long as I can remember. I coded my first app at just six years old—a chatbot with pre-scripted responses. As I grew older, I became fascinated by artificial intelligence, and I’ve been exploring how to apply my knowledge to make a real difference in advanced fields.

What brought you to Pasadena City College, and what are you studying?

I joined PCC through the MNT-CURN program while I was in 8th grade. I had no exposure to technologies like semiconductors at the time, and neither did my peers. The program offered a unique opportunity to learn about chip design and key concepts in the field. Initially, I felt uncertain because everything was new to me, but Dr. Jared Ashcroft inspired all of us to embrace the challenge. Through this program, I’ve gained invaluable knowledge, met amazing people, and visited exciting places.

Academic and Career Goals

What are your academic and career goals?

Last summer, I discovered a strong interest in mathematics, particularly its applications in artificial intelligence. Since then, I’ve studied extensively through OpenCourseWare, textbooks, and online resources. I plan to attend college and pursue a career in the software or AI industry.

How has your experience at Pasadena City College influenced or shaped your goals?

The MNT-CURN program at PCC has been life-changing. It introduced me to the semiconductor industry and sparked my interest in research, especially in nanotechnology. I’m now exploring the potential of digital twins and AI in this field. The program has given me confidence that I can find the people and resources to support my learning journey.

Experience at the Community College

What has been the most rewarding aspect of your time here so far?

One of the most rewarding experiences was visiting a semiconductor fabrication plant during the MNT-CURN program. We created a digital twin of the fab, integrating VR and an AI-powered assistant, and even presented our research at Caltech and the TechConnect conference in Washington, D.C. The teamwork and exposure to diverse perspectives were invaluable.

While in the START program, here’s a short list:

I went on tours of a semiconductor fabrication plant, where I looked at all the machines there and learned about their functions.
I learned about chip design and designed a chip digitally.
Along with the community college students there, we created a semiconductor fab digital twin.
Part of a VR simulation where users could participate in photolithography.
Integrated artificial intelligence with an LLM-powered assistant.
Presented our research at Caltech and at the TechConnect conference in Washington D.C.
Participated in a government roundtable at the Eisenhower Executive Office Building with government officials from various departments and offices of the federal government.

Can you share a memorable experience or highlight?

A memorable experience was going to Washington D.C with the MNT-CURN team. I met so many new people there and it was my first time visiting the east coast. I met with people from four federal agencies (DoD, NSF, DOC and DOL) as well as professors and students like me who were presenting their research! What I value most about these amazing experiences is gaining exposure to the way the entire community is working so hard together to address current and future national priorities with new ideas. It was a great joy to work with Dr. Ashcroft who led this program.

Challenges and Overcoming Them

What challenges have you faced, and how have you overcome them?

Balancing project work with team members’ was challenging, because people have different schedules. We overcame this by planning meetings effectively and staying organized. Dr. Ashcroft created a very supportive environment and others motivated me to keep pushing forward.

Involvement and Activities

Are you involved in any clubs or extracurricular activities?

Yes, I started an AI club in 8th grade to fill a gap in opportunities at my school. It was challenging but rewarding to create a plan for 33 weekly sessions, develop interactive presentations, and invite industry experts to speak.

How have these activities contributed to your growth?

These activities taught me essential skills, such as connecting with people from diverse backgrounds, organizing events, and improving my public speaking. They’ve also strengthened my passion for technology and AI.

Connection to the Community

How has your time at PCC connected you to the broader community?

The MNT-CURN program has made me aware of the critical issues in the semiconductor industry and how collaborative efforts address them. It’s incredible to feel part of a national initiative to bring semiconductor production back to America.

Have you participated in any community outreach programs?

I’ve participated in events like the Student AI Convening and the Future Leaders Conference, where I shared my experiences in AI and inspired others to explore this field.

Advice for Other Students

What advice would you give to prospective students considering attending Pasadena City College?

Take full advantage of the opportunities at PCC, especially programs like MNT-CURN (or the new AT3 program). The resources and support from faculty can open doors to research and career growth.

What resources or support systems have been most helpful?

The faculty and mentors in the program have been my most significant resources. Their encouragement and guidance have kept me engaged and motivated throughout my journey.

Reflection and Future Plans

Looking back, how have your experiences at PCC prepared you for the future?

The START program has given me a glimpse into graduate-level research and what it means to be a leader and to serve the community. These experiences have shaped my appreciation for collaboration and innovation.

What are your plans after graduation?

I plan to attend college and continue exploring my interests in mathematics, AI, and technology. My time at PCC has laid a strong foundation for my future endeavors.

I am always interested to talk to students, faculty, staff, and industry professionals about micro, nano, and opportunities in the space. If you would like to learn more about MNT-EC or Nanotechnology or ways that community colleges are making a difference, please contact me directly here.

From Whoville to the Nano Lab: Inspiring Students through Storytelling

Dr Seuss National Memorial Sculpture Garden _Horton Hears a Who — *Did you know? There is a Dr Seuss National Memorial Sculpture Garden?*

Storytelling has been a powerful way to pass down traditions, customs, and knowledge for thousands of years, long before the written word. We know this—it is how we convey complex ideas and make sense of the world around us.

So why don’t we use stories more often to teach in today’s classrooms? Sure, we assign books about historical events or case studies, but storytelling as a tool to explain complex concepts needs to be part of academia.

In 2018, while working on my BS in Project Management, I had a professor who loved using stories to explain challenging concepts. One book they assigned was Our Iceberg is Melting, a story about a colony of penguins facing a melting iceberg. To save their community, the penguin leaders had to gather data, develop a plan, and convince the colony to act.

book cover: our iceberg is melting by john kotter — *Link Below*

For me, it was more than just a story—it was an introduction to project management principles in a way that was easy to grasp and hard to forget. It showed how a simple story can transform complex ideas into something relatable and actionable. That’s what storytelling does: it engages imagination, sparks curiosity, and makes even the most intricate subjects approachable.

Storytelling doesn’t just help with leadership principles—it’s a way to engage the imagination and spark curiosity in even the most technical fields. Take nanotechnology, for example. Many have heard of Richard Feynman’s famous 1959 lecture, There’s Plenty of Room at the Bottom, where he envisioned manipulating materials at an atomic scale. He famously remarked, “The principles of physics do not preclude us from writing the entire Encyclopedia Britannica on the head of a pin.” It’s a powerful idea rooted in imagination—just like the story of Horton Hears a Who.

Early in my journey to earn an AAS in Nanoscience Technology, our class was assigned an article by futurist Thomas Frey called Dr. Seuss, the “grandfather of nanotechnology.” At first, it sounded like a stretch. But then I re-read Horton Hears a Who—a story about a tiny, unseen world that only Horton could hear. Those tiny voices, when united, made an impact so big it couldn’t be ignored. It hit me: this wasn’t just a whimsical children’s book. It was a metaphor for the power of small things—whether voices or nanostructures—and their ability to change the world when amplified.

Dr. Seuss introduces us to Horton, an elephant who discovers the tiny world of Whoville living on a speck of dust. Even though others doubted him, Horton stood by the Whos, insisting, “A person’s a person, no matter how small.” In the end, he proved just how powerful tiny voices can be when they come together. This classic story shows how even the smallest things can make a big difference. This lesson ties perfectly to the world of nanotechnology and community colleges’ vital role in amplifying voices and driving change.

In nanotechnology, we often discuss how manipulating the smallest particles can lead to revolutionary medical, electronics, and materials science breakthroughs. Like Horton championed the Whos, educators and institutions like community colleges amplify the “tiny voices” of students who might otherwise go unheard.

Community colleges are where meaningful progress in workforce development begins. Through the National Science Foundation’s Advanced Technological Education (ATE) projects, centers, and consortiums, these institutions empower students with skills and opportunities in high-demand fields like nanotechnology, microelectronics, and advanced manufacturing. These programs provide more than just education—they create career pathways and foster collaborations among faculty, industry, and students that drive real change in local communities and beyond. Center Director Jared Ashcroft often says in various ways, “When we come together, the impact ripples across the workforce, opening doors for innovation and growth.” Ultimately, this is what we are striving to do with MNT-EC.

And just like the Whos united their voices to be heard, our collective efforts in education and workforce development amplify the impact of these programs. Through storytelling in the classroom or public outreach, we can inspire curiosity and foster the creativity that drives scientific discovery.

The next time you pick up a story—about penguins, Whos, or nanoscale marvels—think about how it might ignite someone’s imagination. After all, every voice matters, and every story can transform a tiny idea into a monumental change. That’s why MNT-EC is here.

Notes: Reference Links:

John Kotter book: Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions
Dr. Seuss book: Horton Hears a Who
Thomas Frey article: Dr. Seuss, the Grandfather of Nanotechnology – Futurist Speaker
Feynman 1959 lecture: There’s Plenty of Room at the Bottom (PDF and HTML version coming soon)
Springfield Museums: Dr. Seuss National Memorial Sculpture Garden
Think Small Featured Image: Flower Photo by Erda Estremera on Unsplash

Director’s Message — J ATE From Idea To Long Term Sustainability

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J ATE Connect Group Photo 2024-01-12 — *2024 J ATE Connect Group*

As the Executive Director of MNT-EC, I am thrilled to celebrate the next chapter of the Journal of Advanced Technological Education (J ATE) and its transition to long-term sustainability. J ATE has been a cornerstone of our efforts to amplify the incredible work in process across NSF ATE disciplines, and this new independent model will ensure its continued growth and impact.

This milestone is a testament to the vision and collaboration of our team and the broader ATE community. The MNT-EC has been proud to support J ATE from its inception, and we look forward to seeing how this new structure will help the journal thrive as the premier platform for peer-reviewed academic work in technological education.

Congratulations to Dr. Peter Kazarinoff and the J ATE team on this exciting step forward—we remain your proud partners in advancing education and innovation!

Thanks Jared! For letting me do a friendly takeover of your monthly Director’s Message.

The Journal of Advanced Technological Education (J ATE) started as an idea when MNT-EC first began. The concept was to create a peer-reviewed journal called the Journal of Micro Nano Technician Education (J MNT Ed). In the first year of MNT-EC, co-PI Peter Kazarinoff and co-PI Neda Habibi along with co-PI Mel Cossette, plus a few other collaborators formed the Journal Executive Planning Committee. This committee met to scope and plan how the Journal would be formed and work. During the planning stage, other ATE Disciplines learned about our new platform plans and wanted to be included.and wanted to be included too. We were excited at our colleagues’ enthusiasm and adjusted our plans to move from J MNT Ed, covering only the Micro Nano discipline, to become J ATE, welcoming submissions from all ATE disciplines.

J ATE is currently in its 4th year having published 3 volumes and 6 issues (those six issue covers are just below), we are now actively soliciting submissions for J ATE Volume 4, Issue 1.

*J ATE Journal Issue Covers: Years 1-3; Issues 1-3*

Support for J ATE was provided by MNT-EC for the last three years, and an NSF Special Project grant provided additional funding for one year to help explore how we would grow and become a sustainable journal.

We are very excited to share that the Journal of Advanced Technological Education (J ATE) is embarking on a long term business plan that will keep J ATE active and continuing to grow as the premiere peer-reviewed academic journal serving our ATE community.

Beginning in November 2024, J ATE will form a new, independent media holding company which will produce and manage the business operations of J ATE. The J ATE Editorial Board will remain in place, continuing to make editorial decisions about manuscripts and guide the writing, quality, and focus of J ATE. The media company business will oversee the business operations of J ATE including revenue streams, budgeting and business decisions.

The mission of the J ATE media business is to maintain J ATE as sustainable and operational over the long term. The J ATE media business is not tied to a particular community college or NSF ATE Center or Project. Once the J ATE media business is formed, our journal will continue to be free to submit and free to read online. All J ATE articles will continue to be Creative Commons licensed.

J ATE media business online publication plan – J ATE will continue to be published online for free using the same website atejournal.org. All published J ATE articles will be available to readers to view online and downloadable in pdf format. J ATE articles will continue to have DOI (digital object identifier) numbers and the J ATE Editorial Board will continue to work on indexing J ATE in major scientific journal indices.

J ATE media print publication plan – J ATE will continue to publish in hard copy print, but we anticipate that print runs will be smaller than we have produced in the past. A fee will be required in order for an article to be included in the print publication, payable by the author or a sponsoring institution, Project or Center. Print copies of J ATE will be available for purchase and all pay-to-print authors will receive hard copy versions of J ATE. In addition, J ATE will solicit advertisements to include in the hard copy and online versions of J ATE. These revenue streams, and others, will help cover J ATE operational costs for the free online version of J ATE.

J ATE website plan – J ATE will continue to be hosted on the MNT-EC website and all J ATE articles will be free to read. PDF versions of J ATE articles will continue to accompany each article. Readers will not experience any change or disruption as we make this transition. They will still enjoy the freedom to experience downloading and reading any J ATE article free of charge.

J ATE media business website plan – The J ATE media business will be hosted on a separate website that will not include the J ATE articles. Pertinent information will be found here that will include: how to purchase J ATE hardcopy editions, details on cost and guidelines for being included in the hardcopy editions, and information on how you will be able to advertise your program, school, etc.

We are excited about this new phase for J ATE! We look forward to its growth and financial independence. We would like to take this opportunity to thank our MNT-EC family for all of their support and encouragement over the past 3 years and look forward to ongoing collaborations in the future.

The Chemistry of Love: Student Success Series with the Brammers — Director’s Message

Rick and Linette Brammer “toasting” to their chemistry meet.

In our MNT-EC Student Success Series, we’re delighted to highlight a slightly different student journey this month, a story of love, nostalgia, and a chemistry class that mixed to create an enduring connection.

Dr. Robyn Brammer (Vice President of Student Services at Cerritos College and former PCC student) recently brought her parents, Rick and Linette Brammer, back to PCC’s campus to celebrate Rick’s 80th birthday. This visit wasn’t just a sentimental journey but a return to where Rick and Linette first met in a Pasadena City College chemistry lab over 60 years ago.

The couple met in 1963 while taking a chemistry class at PCC, where they were assigned as lab partners. During one session, Linette spilled a chemical that stained her hands purple, which she later covered with gloves during a date with Rick. They passed the class with the lowest passing grade, beginning a marriage spanning over 58 years.

With assistance from Dr. Jared Ashcroft, a Chemistry professor at PCC, the family gathered in PCC’s Science Village, where Rick and Linette recreated the purple mixture using potassium permanganate. They observed the color change, recalling the joy and humor from their past. The event included a presentation by the Dean of Natural Sciences, Dr. Veronica Jaramillo, who gifted the Brammers with PCC memorabilia as a reminder of their connection to the campus.

Rick and Linette’s experience underscores PCC’s role in promoting academic achievement and nurturing enduring relationships. It exemplifies the connections fostered at PCC, bringing together individuals across generations and preserving memories that inspire everyone.

“It was wonderful to see their delight at PCC,” said Dr. Brammer. “It clarified why I began my college career at a California Community College. PCC forged their love and defined my life. I am so grateful.”

Rick and Linette Brammer, came back to PCC’s campus to celebrate Rick’s 80th birthday. This visit wasn’t just a sentimental journey but a return to where Rick and Linette first met in a Pasadena City College chemistry lab over sixty years ago.

Student Success: An Interview with Ani Hakobyan

Ani Hakobyan: Engineering Her Future at Pasadena City College

Ani Hakobyan is a driven Electrical Engineering student at Pasadena City College (PCC), where her curiosity for problem-solving and hands-on learning shapes her academic journey. Balancing the demands of school and work, Ani has seized opportunities to expand her skills and network, positioning herself for a promising career in the semiconductor industry. Her experience showcases the impact of community college education in preparing students for future success.

Visit Ani’s LinkedIn Profile here

Please tell us a little about yourself and your background.

I graduated from Pasadena High School in 2023 and am a sophomore at Pasadena City College (PCC), where I work part-time as a server. I’ve always been drawn to problem-solving and creating things, which fuels my desire to learn and get involved in projects that align with my academic goals.

What brought you to Pasadena City College, and what are you studying?

I chose to attend Pasadena City College for financial savings and PCC’s reputation as one of the top Community Colleges in California with excellent transfer rates. As an Electrical Engineering major, I was also drawn to PCC’s great opportunities for engineering students.