Vu Nguyen, Co‑Director, Carnegie Mellon Robotics Academy at Carnegie Mellon University

In an interview with Invest:, Vu Nguyen, co-director of Carnegie Mellon’s Robotics Academy, highlighted surging demand for AI and robotics education, with schools pushing for advanced training despite its technical challenges. Nguyen emphasized expanding equitable access and strengthening ties between companies, schools, and communities to prepare students for the workforce. “Connection creates opportunity, and we want to keep building those connections,” Nguyen noted.

What changes this past year have had the greatest impact on your programming?

We’ve seen a lot of interest in integrating AI into education. AI has been around for a long time, but only recently has it started trickling into local school districts. Some states are really pushing for AI concepts to be built into their school districts’ curricula.

Our team released courses in applied AI and robotics, but they’re more technical than most of our existing programs. Because of this, this particular training is not available as a remote (online) training. Instead, we’ve been doing custom training in person to ensure proper networking/IT setup. Even with warning schools and districts about the technical requirements, the districts still want it. That shows how strong the demand is to teach AI to students.

At the same time, there’s a growing amount of funding for workforce development programs in robotics and AI. We’re seeing momentum from both education and industry.

What makes Pittsburgh an ideal location for robotics education and workforce training?

I feel very lucky to be located here in Pittsburgh. Decades into my career, I’ve seen the boom in robotics and tech companies. We’re talking about 100+ companies in the area – many of which spun out of CMU. 

Being in this area gives students something concrete to aspire to. They can see real career paths right in their backyard, rather than needing to move across the country.

Within our own building — the National Robotics Engineering Center — we get access to innovations 10 to 15 years before they hit the public. This allows us to build lessons for teachers, so students are prepared for the technologies they’ll face by the time they graduate.

What technology trends are you focusing on for the future?

Quantum isn’t my specialty, but in machine learning and machine vision we’re seeing real opportunities. What’s exciting is that the hardware is finally affordable for schools. Not long ago, vision systems cost thousands of dollars, and you’d need a dozen for a classroom. That just wasn’t possible.

Now, with accessible robot kits and vision tools, students can learn why data is important, how to collect quality data, and how it impacts machine learning algorithms. If the data is bad, for example, the robot produces biased or wrong results. Teaching students to understand data quality, collection, and application is incredibly exciting.

How does being in Pittsburgh help with partnerships and industry collaboration?

The ecosystem here is strong. We have the Pittsburgh Robotics Network, which brings together companies to collaborate, and the ARM Institute, which connects hundreds of members from manufacturers, tech companies, schools, and research institutions.

These organizations help coordinate large initiatives. For example, as a former Educational Workforce Advisory Committee (EWAC) member at the ARM Institute, one of the things we worked on was pushing for a standard for the definition of “robotics technician.” Different companies used the term differently, which made it confusing for the workforce. Creating shared standards is a big step forward. The network and support system in Pittsburgh fosters collaboration across the sector.

How do you see the role of higher education evolving?

Higher education has always been the starting point for innovation. Universities attract funding to solve complex problems, and they give students opportunities to work on real-world projects while studying. That experience is critical for preparing them for careers in robotics or other advanced fields.

Career and technical centers also play an important role by providing clear pathways from education into the workforce. Together, universities and training centers form the foundation for both innovation and workforce readiness.

Beyond the military, where else is there demand for your programming?

Workforce development is a big driver. Pennsylvania, for example, has created grants to support pre-apprenticeships and apprenticeships, especially in robotics and advanced manufacturing. Apprenticeships have existed for a long time, but until recently, they didn’t expand much into fields like robotics or advanced manufacturing.

These grants encourage organizations to work together, expand opportunities, and create a workforce that can support companies within the state.

How is the workforce adapting to robotics?

We see a lot of electricians, machinists, and fabricators who want to transition into autonomy and robotics. Some companies send their workers for training, while others come on their own time to expand their knowledge.

They recognize that robotics and AI are shaping their industries, and they want to be prepared for the changes.

How are you addressing barriers to equitable access, such as transportation or childcare?

Equity is central to our mission. We work hard to get into underserved and underrepresented communities, both urban and rural. That means securing grants to start programs in schools that otherwise couldn’t afford them.

During COVID, we created a virtual robot curriculum so students could keep learning even without access to physical robots. That continues to help make robotics more accessible.

We also provide support such as stipends for students who complete certifications, and we connect with existing programs that help cover transportation, childcare, or even food insecurities. The goal is to remove barriers so students can focus on learning instead of just surviving.

What are your top goals over the next two to three years?

We want to expand access to more schools. Even though we already work with many, there are still plenty that want programs but lack staff or resources. Offering remote teaching options is one way to help.

I also want to strengthen connections between companies, schools, and communities. When companies engage directly with local schools, it builds trust and creates opportunities for students.

Ultimately, our goal is to prepare students to work in robotics, or at least to develop problem-solving skills they can use anywhere. Connection creates opportunity, and we want to keep building those connections.