Developing a National STEM Workforce Strategy A Workshop Summary (2016) / Chapter Skim
Currently Skimming:
10 Potential Next Steps
10 Potential Next Steps
Pages 91-96
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From page 91... ...
WHAT CAN INSTITUTIONS, BUSINESSES, AND FEDERAL AGENCIES DO NOW? Jennifer Davis, from Goodwill Industries International, pointed out her organization, as well as others such as Boys and Girls Clubs of America, Big Brothers Big Sisters of America, United Way of America, and Job Corps, is in every state and serves predominantly the underrepresented populations that the science, technology, engineering, and mathematics (STEM)
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From page 92... ...
Rudin noted that states, and not the federal government, are often the main forces in supporting workforce training budgets and policies and that states need to play a central role in any effort on workforce development and education going forward. Christine Burgess, from the American Association for the Advancement of Science, said one thing the STEM community can do now is think both about how to build diversity into all programs and about how to implement metrics to truly measure the impact of these efforts.
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From page 93... ...
"We are not getting that message out in a way that is understandable and that convinces the federal government to fund graduate student education," said Buehlmann. In particular, she noted that many high-demand middle-skills jobs are filled by individuals with master's degrees, yet federal agencies are not supporting the programs that would produce those middle-skills employees.
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From page 94... ...
Rudin noted that half of all undergraduates in this country are at community colleges. Celeste Carter, from NSF, reminded the workshop participants that her agency had funding from the American Recovery and Reinvestment Act of 2009 to offer an equivalent to the professional science master's degree in only 1 year, a program that she said was "wildly successful." The program that she runs today at NSF, the Advanced Technological Education program, has a request for proposals for projects that would infuse business and entrepreneurial skills into technician education programs and provide students with a better understanding of what working in industry entails and how they might start their own companies when they develop their own ideas.
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From page 95... ...
Where do people learn the "employability" skills that employers are saying they need? Given that degrees do not necessarily reflect skills, how does the federal statistical system measure skills and how can it adapt and update these measures to reflect skill levels?
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From page 96... ...
He suggested that STEM should develop a community education model and look at how to develop a learning community and have higher education interface with that learning community to produce a more integrated approach to education and skills development. Greg Camilli, from Rutgers University, offered the final question, which addressed specific problems in information technology: What are the difficulties that computer science majors face in getting jobs after graduation?
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