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Electric Vehicles (EVs) are becoming more prevalent across all major world automotive markets. The growth of EVs is being powered by impressive improvements in new battery technology, along with renewable energy advances that have dramatically lowered the costs for a generation of pollution-free electricity. Colleges and universities are challenged to respond to this change, especially those with legacy automotive and transportation programs and those with clean energy technology programs. This study gathered experiences from several U.S. colleges on the leading edge of this trend. Challenges are identified for the deployment of EV charging infrastructure on campus, and recommendations are provided for those seeking to integrate EV charging technology into the curriculum and instruction of existing science, technology, engineering, and math programs. 

Globally, land subsidence (LS) often adversely impacts infrastructure, humans, and the environment. As climate change intensifies the terrestrial hydrologic cycle and severity of climate extremes, the interplay among extremes (e.g., floods, droughts, wildfires, etc.), LS, and their effects must be better understood since LS can alter the impacts of extreme events, and extreme events can drive LS. Furthermore, several processes causing subsidence (e.g., ice‐rich permafrost degradation, oxidation of organic matter) have been shown to also release greenhouse gases, accelerating climate change. Our review aims to synthesize these complex relationships, including human activities contributing to LS, and to identify the causes and rates of subsidence across diverse landscapes. We primarily focus on the era of synthetic aperture radar (SAR), which has significantly contributed to advancements in our understanding of ground deformations around the world. Ultimately, we identify gaps and opportunities to aid LS monitoring, mitigation, and adaptation strategies and guide interdisciplinary efforts to further our process‐based understanding of subsidence and associated climate feedbacks. We highlight the need to incorporate the interplay of extreme events, LS, and human activities into models, risk and vulnerability assessments, and management practices to develop improved mitigation and adaptation strategies as the global climate warms. Without consideration of such interplay and/or feedback loops, we may underestimate the enhancement of climate change and acceleration of LS across many regions, leaving communities unprepared for their ramifications. Proactive and interdisciplinary efforts should be leveraged to develop strategies and policies that mitigate or reverse anthropogenic LS and climate change impacts. 

The National Science Foundation (NSF) Advanced Technological Education (ATE) program is effective in assisting two-year college (2YC) institutions of higher education to improve the education of technicians in science and engineering, yet grant proposals from 2YCs to ATE (and NSF as a whole) have declined in number over the past decade. The problem of NSF proposals declining in numbers is multifaceted, though data demonstrates that both 2YCs and NSF can reverse or mitigate the decline in ATE proposals through identified measures; 2YCs can change their grants culture through specific institutional changes, and NSF can aid 2YCs to build their capacity to develop competitive proposals through mentoring and professional development sustainably. This article discusses data, insights, and solutions through the lens of two NSF ATE projects: Project Vision (a mentoring project) and Grant Insights (an applied research project).