YOU, are a Technical, Technology or STEM Educator. Technical Education Publishing, Inc. is a Multi-Media Publishing Company, providing online, eNewsletters, print magazine, and events that serve this field. We have DEFINED the UNIVERSE of Educators that make up this field. You are in Middle Schools, High Schools, Post Secondary Schools, and Universities, and the Government Employees that serve those programs. Click AUDIENCE in the above menu for the total breakdown. BOOKMARK http://www.techedmagazine.com for daily news and information about happenings in Washington and around the country. Click SUBSCRIBE above to receive our PRINT Magazine and join your over 42,000 colleagues.
Technology in Action
Manufacturing is one of the most important factors to the economy of a country because it affects the wealth of a country and the standard of living its people enjoy. You only have to look at any number of countries and if they have a strong manufacturing base, they in turn also have a high standard of living. If it were possible to gaze into a crystal ball and look into the future of manufacturing, many amazing things are happening now and will happen in the near future. The use of the Internet will continue to play a major role in how manufacturing is conducted throughout the world. Some of the Web-based technologies such as machine tool control, machine diagnostics online, e-Procurement, e-Manufacturing, Virtual Reality and Simulation, etc., are available now. Investments being made now in new technology will pay huge dividends in product quality, increased productivity, decreased time to market, reduced manufacturing costs in the future.
a Winner says, “Let’s find out”
a loser says, “nobody knows”
when a Winner makes a mistake he says,
“I was wrong”
when a loser makes a mistake he says,
“it wasn't my fault”
a Winner goes through a problem.
a loser goes around it, and never gets past it.
a Winner makes commitments.
a loser makes promises.
a Winner says “ I’m good,
but not as good as I ought to be”
a loser says
“I'm not as bad as a lot of other people”
a Winner tries to learn from those who are superior.
a loser tries to tear down those who are superior.
a Winner says “There ought to be a better way”
a loser says “That’s the way its always been done here”
The complete CAD teaching tool. Featuring software plus a full curriculum and interactive courseware, SolidWorks® Education Edition is your all-inclusive resource for teaching 3D mechanical CAD, design validation, and data management.
Article for Review
Visualization and model building are skills that technology instructors have been providing their students for some time. Using visualization and the ability to replicate a model are skills that can be enhanced when students are introduced to communication simulation and the process of developing simulated representations of reality. In this article, the authors explain how to develop and design a communication simulation using a physical security analysis of a computer laboratory as the theme of the activity. Communication simulation from the authors’ viewpoint is the use of technology and visualization to allow the student to communicate by using a model
Computer developed simulations are new teaching tools that faculty are starting to use in their classrooms. In this paper, the authors look at one type of simulation, communication, which can be implemented into the classroom using a physical security analysis from a technology/visualization perspective. However, to disseminate this article to a broader audience and to be consistent with the understanding of the terminology used throughout the narrative several terms will be defined using Wikipedia as the resource. As Clark Aldrich states (2009, p. xxxii), “The lack of common terms is a huge problem, and it has substantially hindered the development of the simulation space. Sponsors, developers, and students have not been able to communicate intelligently.”
Follow The Money
Consider managing a grant for several hundreds of thousands of dollars over a period of 24 months whereby the grant outcomes require articulated and cohesive work to be accomplished by a collaborative party of entities. Who is held accountable? The Feds? The local fiduciary whom awarded the grant? Your boss? You? How about your front line staff? What about the local agencies and partners, cohorts and advocates? What components of the grant are clear and what is vague? Is there a contingency plan and systems in place to manage problems and stave off catastrophe?
For a time, common grant language included the phrase, “seamless and transparent services provided to the client”. Ok. But who is really responsible to make sure that happens? Maybe more importantly, who is responsible if the requirements of the grant are not met?
Meeting The United States goal to lead the world in college attainment by the end of this decade demands a new investment and vision to transform America's high schools to prepare students for innovative and global economy.
While American 15-year-olds rank in the middle of the pack internationally on indicators of science, reading, and math, America's international peers are enhancing the rigor and relevance of experiences offered to students in their middle and high school years. Many nations offer the opportunity for students to enroll in educational programs that develop knowledge and skills needed for success in college and in a competitive workforce. Today's global economy requires new approaches to teaching and learning in America's high schools to foster problem solving and analysis, to support creativity and collaboration, and to connect student learning directly to the real world. Students learn best when they are engaged in complex projects and tasks aligned with their interests and when they work with others through practical examples and case studies that engage them in rigorous academics and in the application of knowledge.
The Art of the Future
It is generally accepted that one can not design education today to prepare young people and adults for the future because we do not know what the future will be. Today, technology has zoomed past schools, industry, government, consumers and civil society. The modern world needs a new way, or more accurately, an old way of seeing technology.
The question is not whether we can design for the future; rather, the question is: Can we update antiquated practice more closely aligned to what is emerging today in our own backyards?
The auto industry is about to go on a hiring spree as car makers and parts suppliers race to find engineers, technicians and factory workers to build the next generation of vehicles.
The new employees will be part of a larger, busier workforce. From coast to coast, the industry is in top gear. Factories are operating at about 95% of capacity, and many are already running three shifts. As a result, some auto and parts companies are doing something they've been reluctant to consider since the recession: Adding floor space and spending millions of dollars on new equipment.
"We're really bumping up against the edge," says Michael Robinet, managing director of IHS Automotive, which forecasts auto production. "So it really is brick-and-mortar time."
The National Center on Education and the Economy (NCEE) released last month two reports–What Does It Really Mean to Be College Ready? The English Literacy of First Year Community College Students and What Does It Really Mean to Be College Ready? The Mathematics Required of First Year Community College Students. The reports focus on community colleges, since they represent the largest sector of the U.S. higher education system, enrolling nearly half of all undergraduate students. Community colleges also provide most of the postsecondary occupational training in the U.S. According to NCEE, therefore, “being ready to be successful in the first year of a typical community college program is tantamount to being ready for both college and work.”
Education to Employment: Designing a System that Works, (a report conducted by McKinsey & Company Center for Government, MCG) examines dual global crises—high levels of youth unemployment and a shortage of job seekers with critical job skills. The International Labour Organization estimates that 75 million young people are unemployed globally and probably triple that number if estimates of the underemployed were included.
The report states that although global leaders are aware of the painful consequences for the social and economic conditions of youths believing their futures are compromised, the leaders struggle not only to develop effective responses, but also to define what they need to know. While it is shown that employers need to work with education providers so students can learn the skills they need to succeed in the workplace, there is little clarity on which practices and interventions work, and which can be scaled up successfully. To that end, the report focuses on skill development, giving special attention to the mechanisms that connect education to employment.
The Senate Judiciary committee, voted unanimously to take money collected on fees for labor certifications under the bill and direct the money towards STEM education at the U.S. Department of Education. That could mean an additional $100 million annually for STEM education. And those resources would come on top of the roughly $100 million to $150 million in extra funding for STEM education at the National Sciences Foundation, which was already included in the bill, according to James Brown, the executive director of the STEM Education Coalition, which backs the bill.
The Senate Judiciary committee, voted unanimously to take money collected on fees for labor certifications under the bill and direct the money towards STEM education at the U.S. Department of Education.
That could mean an additional $100 million annually for STEM education. And those resources would come on top of the roughly $100 million to $150 million in extra funding for STEM education at the National Sciences Foundation, which was already included in the bill, according to James Brown, the executive director of the STEM Education Coalition, which backs the bill.
Mary Barra, General Motors senior vice president, Global Product Development, was honored with the Society of Automotive Engineering Foundation’s 2013 Industry Leadership Award. Barra said GM would donate the first production 2014 Cadillac CTS Vsport, including a performance driving school package, to the SAE Foundation.
The CTS Vsport will be the first Cadillac model to offer an eight-speed automatic transmission. The car is built on the high-performance award-winning ATS architecture and is equipped with a Twin-Turbo V-6.
A live auction will be conducted by Barrett-Jackson later this year, and proceeds will be provided to the SAE Foundation for its science, technology, engineering and mathematics student outreach programs.
As part of the government’s goal of preparing students for a STEM-based economy, the Obama administration has committed $3.1 billion to improve STEM education nationwide. Roughly $450 million will be directed toward boosting the number of trained educators and developing new programs aimed at getting students interested in career fields in science, technology, engineering, and mathematics.
In his State of The Union address, President Obama stressed the need to focus American education on STEM fields in order to make the nation globally competitive.
“Let’s also make sure that a high school diploma puts our kids on a path to a good job. Right now, countries like Germany focus on graduating their high school students with the equivalent of a technical degree from one of our community colleges, so that they’re ready for a job. At schools like P-Tech in Brooklyn, a collaboration between New York Public Schools, the City University of New York, and IBM, students will graduate with a high school diploma and an associate degree in computers or engineering,” he said.
Gravity Racing Challenge
With Soap Box Derby cars being used in over 300 schools in 13 states and in classrooms in
Promoting the S.T.E.M. (science, technology, engineering, and math) initiative in education through gravity racing, the Gravity Racing Challenge (GRC) program is designed to provide K-12 educators and students with meaningful, project and standards based, intercurricular learning opportunities. Educators are successfully implementing the GRC program in classrooms, after-school, summer or enrichment programs and clubs worldwide.
Developed by IEEE as part of TryEngineering http://www.tryengineering.org/lesson_detail.php?lesson=28
Lesson focuses on how engineers have to design objects to meet the needs of users, while considering the limitations of materials, and the implications of cost.
The Dispenser Designs activity explores how engineers work in a team to solve problems. Students learn how materials, costs, and user needs must be weighed when designing a product, and also how the same product may be redesigned over time as materials, costs, or needs change. Students work in teams to evaluate current designs and to develop a new design for a handheld tape dispenser that can be easily operated by a person who has limited strength and only has the use of one hand. Students develop drawings, execute their dispenser design using everyday materials, and evaluate the strategies employed by other student teams.
The GM Foundation recognizes the importance of vibrant early education in science, technology, engineering and mathematics (STEM)
The GM Foundation
The General Motors Foundation invests in educational programs and institutions to help nurture tomorrow’s innovators and leaders. The investments are geared primarily towards programs and organizations that help small children enter school with the skills they need to succeed, that contribute to increasing high school graduation rates or that provide much needed financial assistance for college.
Chevrolet Green Educator Award
The General Motors Foundation is proud to support the Chevrolet GREEN Educator award, given to 10 inspirational educators who engage youth in innovative and interactive environmental learning. Last year, the award recognized educators go above and beyond standard educational practices in the classroom, their school, and their community.