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From page 216... ... 7 Educating and Training the Energy and Mining Workforce INTRODUCTION: ON OUR PRESENT COURSE, DEMAND WILL SOON OUTSTRIP SUPPLY There is a clear need for an increasing supply of energy and mining profes sionals and technicians, as discussed in the previous chapters. For both of these energy and mining workforce components, a strong foundation in science, tech nology, engineering, and math (STEM) Read the entire page →
From page 217... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 217 Successful models now exist in manufacturing -- closely aligned to the energy industry -- and in several energy sectors, specifically nuclear power, electrical transmission, and most recently, renewable energy. There is great potential for extending this model of workforce education into all of the energy and mining industries. Read the entire page →
From page 218... ... 218 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES The first is shared by virtually all U.S. Read the entire page →
From page 219... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 219 Key Indicators of Our K-12 Challenges Lack of Preparation Among U.S. Students A recent ACT report (based on the 1.6 million graduating seniors taking the ACT exam) Read the entire page →
From page 220... ... 220 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES TABLE 7.1 Examinees That Met or Exceeded Energy Skill Requirements. Read the entire page →
From page 221... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 221 U.S. ENERGY SKILL REQUIREMENTS January 2006 - December 2010 APPLIED MATHEMATICS READING FOR INFORMATION LOCATING INFORMATION EDUCATION GROUP (RANGE: 3-7) Read the entire page →
From page 222... ... 222 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES career and technical education pathways that integrate academic and project based learning. Read the entire page →
From page 223... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 223 its equivalent were far less likely to be taught science by an instructor holding a graduate degree, a regular or advanced teaching certificate, a degree or certificate in science, and more than 3 years of experience teaching the subject (NSB, 2010) Read the entire page →
From page 224... ... 224 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES need for a STEM technical workforce. Read the entire page →
From page 225... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 225 This is an example of how curricula previously reserved for university levels can be taught at the technician level in order to meet industry needs for a flexible and skilled workforce. This program is designed to prepare individuals to work as petroleum engineering technicians in the oil and gas and related industries. Read the entire page →
From page 226... ... 226 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES of Manufacturers (NAM) Read the entire page →
From page 227... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 227 graduate-degree programs, online programs, work-based learning, and/or appren ticeship programs to the journeyman and master levels. In other words, successful attainment of the core skills in community colleges positions workers for entry level employment success as well as for career advancement in the industry. Read the entire page →
From page 228... ... 228 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES High Quality Middle Class Jobs Career Paths – Life Long Learning OccupaƟŽŶ-SpeciĮc CerƟĮcaƟŽŶƐ Entry Level Industry CerƟĮcaƟŽŶƐ Ready for Work, Ready for College FIGURE 7.3 Advanced Manufacturing Competency Model. Read the entire page →
From page 229... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 229 FIGURE 7.4 Aligning education, certification, and career pathways: example of Industrial Systems Technology at Forsyth Technical Community College. SOURCE: Manufacturing Institute (2011) Read the entire page →
From page 230... ... 230 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES BOX 7.1 The National Career Readiness Certificate The National Career Readiness Certificate (NCRC™) Read the entire page →
From page 231... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 231 NCRC Plus Foundational knowledge and skills that are related to job tasks are the best indicators of work performance. Combining measures of cognitive skills and those of work-related soft skills provides increased accuracy in predicting a person's success with work or training. Read the entire page →
From page 232... ... 232 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES FIGURE 7.5 Energy Competency Model: Generation, transmission, and distribution. Read the entire page →
From page 233... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 233 and industry groups (such as NABCEP and IREC) to develop a competency model for renewable energy. Read the entire page →
From page 234... ... 234 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES BOX 7.2 The Professional Science Master's Degree The Professional Science Master's (PSM) Read the entire page →
From page 235... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 235 community. The only negative effect is that fewer of the supporting staff are U.S. Read the entire page →
From page 236... ... 236 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES are also small, and almost all faculty will need to be replaced within the next decade or less. Read the entire page →
From page 237... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 237 focus attention on the exciting science and engineering challenges presented by these industries and develop the professional expertise that will be needed by industry. These centers would complement the more classical programs of the U.S. Read the entire page →
From page 238... ... 238 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES BOX 7.3 Earth Resources Engineering "Engineering applied to the discovery, development and environmentally responsible production of subsurface earth resources"a SOURCE: Fairhurst (2010) Read the entire page →
From page 239... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 239 As noted elsewhere in this report, growth in world population and demands for higher living standards require minerals -- and innovative, less-costly technolo gies to extract them from greater depths. And, the United States is already heavily dependent on imports for the minerals essential to maintain the economy. Read the entire page →
From page 240... ... 240 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES and educational "navigation-to-the-jobs" information available. Read the entire page →
From page 241... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 241 CONCLUSIONS AND RECOMMENDATIONS Conclusions 7.1 A high percentage of energy and mining jobs require some education beyond high school, but the majority do not require a 4-year degree. Therefore, the need for higher education, especially at the community college level, is growing. Read the entire page →
From page 242... ... 242 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES tency-based learning methodologies and prepare students for both postsecondary education and the world of work. Read the entire page →
From page 243... ... EDUCATING AND TRAINING THE ENERGY AND MINING WORKFORCE 243 opportunities for work-based learning in internships, particularly earlier internships in the first 2 years of higher education; and expand mentor ships. (Short Term) Read the entire page →
From page 244... ... 244 EMERGING WORKFORCE TRENDS IN THE U.S. ENERGY AND MINING INDUSTRIES ing challenges presented by the extractive and subsurface engineering industries, to provide more holistic earth resources curricula, and to develop the STEM professional expertise that will be needed by the mining industry. Read the entire page →

From page 216...

... 7 Educating and Training the Energy and Mining Workforce INTRODUCTION: ON OUR PRESENT COURSE, DEMAND WILL SOON OUTSTRIP SUPPLY There is a clear need for an increasing supply of energy and mining profes sionals and technicians, as discussed in the previous chapters. For both of these energy and mining workforce components, a strong foundation in science, tech nology, engineering, and math (STEM)