114th CONGRESS, 1st Session, H. R. 823 - To better integrate STEM education into elementary and secondary instruction and curricula, to encourage high-quality STEM professional development, and to expand current mathematics and science education research to include engineering education. https://www.congress.gov/bill/114th-congress/house-bill/823/text
◦Ensures that engineering design skills are part of science standards in each state and authorizes the use of State Assessment Grants to integrate engineering into state science tests
◦Sets aside a portion of Title II funds for STEM professional development for STEM professional development through the Teacher and Principal Training and Recruitment Fund
◦Amends the Education Science Reform Act of 2002 to authorize the Institute of Education Sciences (IES) to expand the scope of their research activities from sole math and science to include all STEM subjects with a focus on identifying best practices and promising innovations
◦Amends the Math and Science Partnership Program to include all STEM subjects encompassing engineering and computer science
Since 1995, Activity Based Supplies has supplied educator’s quality hands-on science and technology consumable products at low cost prices. ABS’ low cost is a result of keeping their overhead low and their margins reasonable. ABS understands it is difficult for teachers to meet the needs of students in an environment of shrinking school funding; therefore this family business has devoted itself in supplying quality products at a fair value.
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Technology in Action
All of us suffer from some sort of phobia, be it high places, closed areas, water, etc., and for most of these there is a cure. The phobia affecting many people over the past 40 to 50 years is Technology Phobia, or the uncertainty of how technology would affect their lives and their work.
Let us be honest with ourselves; all of us suffer from technology phobia to some degree or another.
How often we wish for another chance
To make a fresh beginning,
A chance to blot our mistakes
And change failure into winning--
And it does not take a new year
To make a brand-new start,
It only takes the deep desire
To try with all our heart
To live a little better
And to always be forgiving
And to add a little laughter
To the world in which we're living--
So never give up in despair
And think that you are through,
For there's always a tomorrow
And a chance to start anew.
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
$500 Million in Community College Grants for Training Programs. Click (READ MORE) for State allocations.
$500 million in grants to community colleges and universities around the country for the development and expansion of innovative training programs. The grants are part of the Trade Adjustment Assistance Community College and Career Training initiative, which promotes skills development and employment opportunities in fields such as advanced manufacturing, transportation and health care, as well as science, technology, engineering and math careers through partnerships between training providers and local employers. The U.S. Department of Labor is implementing and administering the program in coordination with the U.S. Department of Education.
"Getting Teachers in the Pipeline is Our Number One Issue," said Richard Katt, State Director Career Education
The Nebraska Department of Education recently looked at career education in the state, and the teacher shortage was a primary area of concern. State and local officials say it’s a perfect storm of sorts: A resurgence of interest nationally in career and technical education driven by a need for skilled workers in health, technology, agricultural and manufacturing fields; years of shrinking industrial education programs in high schools and in the number of college programs training those teachers; and large numbers of veteran teachers nearing retirement.
“Getting teachers in the pipeline is our number one issue,” said Richard Katt, the state's Director of Career Education.
State and local officials say the shortage is critical not just in rural areas -- where programs are at risk of shutting down -- but also in Lincoln and Omaha.This year there were 18 openings for career and technical education teachers across the state. To date, just four have been filled, said Eric Knoll, who was hired last fall to restart a skilled and technical education program at the University of Nebraska-Lincoln cut in 2009 as a money-saving measure.
The Art of the Future
The economy is the single most important issue for a sizable majority of voters in the 2012 presidential race according to the latest Washington Post-ABC News Poll. Similarly, U.S. competitiveness, entrepreneurship, and innovation are the hot topics in politics and business. On Wednesday, January 18, 2012, Harvard released a survey of approximately 10,000 alumni, from the Harvard Competitiveness project, indicating American competitiveness will decline over the next three years, according to 71% of those surveyed.
Manufacturers and educators need to focus on students in elementary schools to develop the pool of innovators who will carry U.S. businesses through an era of disruptive change, the chairman and CEO of Rockwell Automation Inc. told business leaders.
Programs like the FIRST Lego League and the FIRST Robotics Competition, both supported by Rockwell, are the pathways to attract youths to manufacturing and overcome the biggest challenges facing industry, Keith Nosbusch said at a monthly meeting of the Greater Milwaukee Committee. “Today, first and foremost, it’s about talent and talent management around the world,” Nosbusch said, in identifying the strategic priorities for today’s CEOs. “Having the best and brightest is the way to be competitive in an intellectual capital business.”
The Bureau of Labor Statistics estimates the HVACR industry will grow by nearly 34% over the next decade while 31% of our workforce retires.
As the HVACR industry tries to figure out how to recruit and replace two thirds of its workforce, the problem worsens. There are 78 million baby boomers set to retire and only 40 million Millennials to replace them.
If the HVACR industry can recruit the same proportional share of the workforce as it has in the past, there will be roughly half as many people to employ in the future as there were in the past.
The role of recruiting and training all of these technicians will fall upon our industry’s educators. Regardless of your role in the HVACR industry, your success is tied to theirs.
The debate about high school reform is increasingly focused on the role of career-technical education (CTE) in helping to prepare ALL students in BOTH postsecondary education and the workforce. The stand-alone vocational courses into which high school students with lower academic achievement were often channeled are becoming a thing of the past. Instead, programs that merge CTE, rigorous academic coursework, and career exploration opportunities, while creating clear pathways through high school, college, and beyond, are gaining momentum. This report describes some of the most prominent of these "pathway" models, identifies localities where the approach has gained the most traction, discusses the underlying principles that characterize the most promising programs, and briefly presents the evidence of their potential to make a difference. The report concludes with a set of recommendations for future investment to strengthen and scale such programs.
Mark Holstrom was driving trucks for a living and contemplating a change of career path more than six years ago. During an off hour, Holstrom said he caught an episode of Conan O’Brien in which the host was showing a digital face made from a three-dimensional printer.The Bossier City man’s interest was piqued, but at the time he didn’t know just how much digital art would impact his future. A few years later, Holstrom was enrolled at Bossier Parish Community College studying graphics engineering when he met his future business partner, Mark Hopper. Hopper was a teacher at BPCC and both shared an interest in the school’s 3D printer. “I did a couple of projects at BPCC, and from there Matt and I decided we needed to start this company because it’s growing and it’s not going to go away,” Holstrom said.
A new survey of district and building-level STEM supervisors and educators reveals how the Next Generation Science Standards (NGSS) or other updated science standards, as well as STEM learning goals, are influencing STEM education decisions or purchases. The 2015 Business Report: National Survey STEM Education, from IESD, Inc. and STEM Market Impact, surveyed 5,002 K-12 district and school science and STEM supervisors and teachers online. While benefits of bringing STEM into classrooms are often touted, this survey shows there are still gaps in execution. Ultimately, if teachers don't have the resources or PD opportunities to effectively teach computer science or finish a lab experiment, there's a limit to how effective these efforts can be. Figuring out how to bring adequate STEM education into schools has been a challenge that many in the education space and the tech world are looking to meet.
When Gary Walters, Professor of Applied Technology at Macomb Community College, rocks out on his beautiful electric guitar, he has the satisfaction of knowing it is one of many created by his talented students. Walters is part of the Applied Technology & Apprenticeship department and runs the advanced manufacturing program, known as ATAP (Applied Technology Advanced Processes). “I developed this program in 2004,” says Walters, “after meeting Bob Skodzinsky from Haas who said if we updated our curriculum, Haas would provide the CNC machines. We became a Haas Technical Education Center (HTEC) and never looked back. This put us on the map with regard to hiring interest from manufacturing companies in the region.” Macomb offers fourteen courses related to CNC, including basic G and M code programming, machine setup and operation, and Computer Assisted Machining (CAM) programming. Students can earn an Associate of Applied Science degree, as well as two coveted certificates, CNC Machinist (entry-level operator), and CAM Technologist (entry-level programmer). Their 4,000-square-foot shop area contains manual mills, lathes and surface grinders for teaching the basics, in addition to five Haas CNC machining centers, three Haas CNC turning centers, two EDM machines, two 3D rapid prototyping printers (Fused Deposition Modeling), an Epilog laser engraver, a Zoller offline tool pre-setter, and a hand-held scanner for reverse engineering. “In addition to the machines we own,” says Walters, “Haas entrusts machines to us, currently a machining center and a live tooling turning center.”
The12th annual eCYBERMISSION, one of several science, technology, engineering and math (STEM) initiatives offered by the Army Educational Outreach Program (AEOP), sponsored by the U.S. Army and administered by the National Science Teachers Association (NSTA), is a free online learning competition designed to cultivate student interest in STEM by encouraging students in grades six through nine to develop solutions to real-world challenges in their local communities. Students can win on a state, regional, and national level, with national winning teams receiving up to $8,000 in U.S.
Structural Engineering, STEM
Provided by TryEngineering -
The "Popsicle Bridge" lesson explores how engineering has impacted the development of bridges over time, including innovative designs and the challenge of creating bridges that become landmarks for a city. Students work in teams of "engineers" to design and build their own bridge out of glue and popsicle sticks. They test their bridges usingweights, evaluate their results, and present their findings to the class.
Lesson focuses on how bridges are engineered to withstand weight, while being durable, and in some cases aesthetically pleasing. Students work in teams to design and build their own bridge out of up to 200 popsicle sticks and glue. Bridges must have a span of at least 14 inches and be able to hold a five pound weight (younger students) or a twenty pound weight (older students). Students are encouraged to be frugal, and use the fewest number of popsicle sticks while still achieving their goals. Students then evaluate the effectiveness of their own bridge designs and those of other teams, and present their findings to the class.
Unemployment remains high across the globe, yet recent data reveals that employers are having trouble finding workers in key sectors. As part of our five-year, $250 million New Skills at Work initiative, JP Morgan Chase is releasing a series of skills gap reports in nine metro areas in the United States, as well as data reports for France, Germany, Spain and the UK. The reports focus on middle skills jobs – those that require a high school degree and technical training but not a BA diploma.
On April 16, 2015, JP Morgan Chase released the Detroit Skills Gap Report, which shows that after suffering severe job losses from the decline of the auto industry and feeling the effects of the city's bankruptcy, the regional economy is stabilizing and employment is growing again.