I’ve spent the past week meeting with faculty and students at Duke University’s Sanford School of Public Policy, where there’s palpable excitement about the school’s newest academic offering. The Technology Policy Minor, set to welcome its first cohort in Fall 2025, represents Duke’s response to what many describe as an urgent need for policy professionals who can navigate our increasingly complex digital landscape.
“We’re preparing students for a world where technology and policy are inseparable,” explained Dr. Miranda Chen, the program’s newly appointed director, as we walked across Duke’s gothic-inspired campus. “The days when policymakers could delegate technical questions to others are over. Today’s challenges require interdisciplinary expertise.”
The minor, developed over two years through collaboration between the Sanford School and Duke’s Pratt School of Engineering, will require students to complete 15 credit hours spanning courses in algorithmic accountability, digital privacy, cybersecurity governance, and emerging technology regulation.
What distinguishes this program from similar offerings at peer institutions is its emphasis on practical application. Students will participate in policy simulations addressing real-world scenarios, from responding to infrastructure cyberattacks to developing ethical frameworks for AI deployment in healthcare settings.
The creation of this minor appears well-timed. A recent Pew Research Center report found that 76% of policy professionals feel underprepared to address technical aspects of modern governance challenges. Similarly, the National Academy of Public Administration identified the technology-policy gap as one of the “grand challenges” facing government effectiveness over the next decade.
For Duke undergraduate Sophie Williams, who plans to apply for the program, the appeal is clear. “I’m studying computer science, but I’m really interested in the human and societal dimensions of technology,” she told me during a student focus group. “There aren’t many structured pathways to explore both simultaneously.”
The minor reflects broader shifts in both education and employment markets. The Bureau of Labor Statistics projects 15% growth in roles requiring combined policy and technical expertise through 2030, significantly outpacing average job growth. Major technology companies have also expanded their policy teams substantially, with Google and Microsoft each more than doubling their policy staff over the past five years.
Dr. James Montgomery, Dean of the Sanford School, views the program as reflecting Duke’s commitment to addressing emerging societal needs. “Universities have a responsibility to prepare students for the world they’ll inhabit, not just the one we’ve known,” he emphasized during our interview in his office overlooking the campus chapel. “Technology governance is perhaps the most significant frontier in public policy today.”
The curriculum development team consulted extensively with industry professionals, government agencies, and nonprofit organizations to ensure relevance. This included workshops with representatives from the Electronic Frontier Foundation, the National Institute of Standards and Technology, and several congressional committee staffers.
“What we heard consistently was the need for graduates who can speak both languages – technical and policy – fluently,” noted Associate Professor Karim Jabbar, who led the curriculum development committee. “Too often, technical experts and policymakers talk past each other because they lack shared vocabulary and frameworks.”
The program will accommodate 30 students initially, with plans to expand based on demand and outcomes. Admission will be competitive, requiring applicants to demonstrate interest in both technology and governance through previous coursework or experiences.
Faculty from seven different departments will teach in the program, reflecting its interdisciplinary nature. Beyond the Sanford and Pratt schools, contributors include professors from computer science, philosophy, law, business, and cultural anthropology.
“Technology policy questions are inherently multidimensional,” explained Dr. Chen. “They involve technical considerations, yes, but also ethical frameworks, economic implications, legal precedents, and cultural contexts.”
The minor’s capstone requirement involves a semester-long practicum where students work in teams addressing a technology policy challenge presented by external partners. For the inaugural year, these partners include the North Carolina Department of Information Technology, the Center for Democracy and Technology, and several technology companies with offices in the Research Triangle region.
As universities nationwide reconsider how to prepare students for rapidly evolving career landscapes, Duke’s approach represents a significant investment in interdisciplinary education. While specialized technical training remains valuable, programs bridging technical understanding with policy analysis may offer a complementary pathway for students interested in shaping how society governs emerging technologies.
Applications for the minor will open in Spring 2025, with the first courses beginning that fall. The university plans to host information sessions throughout the coming year for interested students and has launched a dedicated website with additional program details.
