Schools 2.0: Why STEM Changes the Kind of Schools We Need
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This document discusses how STEM (science, technology, engineering, and mathematics) changes the type of schools needed. It notes that STEM jobs currently make up 5.5% of the US workforce but will grow. However, there is debate around whether there is truly a shortage of STEM workers or if current classifications are too narrow. The document advocates for a broader view of STEM that includes fields like health, technology, and the arts. It provides examples of schools and programs that take an integrated STEM approach combining fields.
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Schools 2.0: Why STEM Changes the Kind of Schools We Need
- 1. Schools 2.0 Why STEM Changes the Kind of Schools We Need National School Boards Association, New Orleans, LA, April 6, T&L Luncheon JIM BRAZELL & RAY ROSE jimbrazell@ventureramp.com & ray@rose-smith.com
- 4. 4 Measure Economy R&D, Innovation, & Efficiency
- 6. 6 S&T Policy Begins with founding of National Academies of Science by President Abraham Lincoln.
- 7. National Center for Agricultural Utilization Research, Peoria, IL Agricultural Genomics
- 10. 10 Society Force acting on society resulting in change to the structure, flow, and composition of social institutions and personal identity: family, education, work, economy, law, government, and war.
- 14. We are here Information Age Input to production â human knowledge via computers (STEM) 21st Century Economic Shift Cyber-STEM is facilitating transform- ation of: Knowledge Organizations Industries Markets Technical Systems Human Capital Curricula Individual Social Institutions
- 15. Strategy of Technology Understanding STEM Classical Contemporary Schools
- 16. A Pacemaker the Size of a Tic Tac - Medtronic is using microelectronics to make a pacemaker so small it can be injected. Technology Review http://www.technologyreview.com/biomedicine/32436/?nlid= 4177
- 19. Robotic Red Blood Cells To Vastly Expand Human Capabilities By: David Russell Schilling | July 20th, 2013 Abbott Laboratories in North Chicago is currently testing robotic red blood cells or respirocytes in rats. According to a CNN report respirocytes or mechanical red blood cells will augment or replace human red blood cells carrying oxygen to the body and enhancing mental and physical performance. Respirocytes will be built using âmolecular assemblersâ, a kind of molecular printing process, in nano-factories. http://www.industrytap.com/robotic-red-blood-cells-to-vastly-expand-human-capabilities/3656
- 22. Brazell, Adapted from NSF & Charles Ostman, Institute of the Future NEURO CHEM BIOINFO Science & Technology Convergence Technopolei
- 23. FIRST LEGOÂź LEAGUE Over 80,000 middle- school students in 34 countries participate in the Nano Quest Challenge. 2006 NANO QUEST CHALLENGE
- 24. Source: Brazell, Jim, Nicholaus Kim, Honoria Starbuck, Eliza Evans, and Michael Bettersworth. Gaming: A Technology Forecast, Implications for Texas Community and Technical Colleges Austin, Texas: Texas State Technical College System and IC2 Institute, University of Texas Austin, 2004. ISBN 0978677358 Table of Contents: http://www.system.tstc.edu/forecasting/reports/dgames.asp STEM 2.0 â CYBER TEAMS: STEM CONVERGENCE is the Strategy of Education, Workforce, and Economic Development
- 25. Strategy of Technology â TECHSPACE MAP Scientific Research map for STEM, IT and Arts Integration, Convergence Science Dr. Mike Sekora, Jim Brazell, Dr. Eliza Evans, et. al., Ic2.org, dcitexas.org, 2005
- 26. Source: Brazell, Jim, Nicholaus Kim, Honoria Starbuck, Eliza Evans, and Michael Bettersworth. Gaming: A Technology Forecast, Implications for Texas Community and Technical Colleges Austin, Texas: Texas State Technical College System and IC2 Institute, University of Texas Austin, 2004. ISBN 0978677358 Table of Contents: http://www.system.tstc.edu/forecasting/reports/dgames.asp
- 27. STEM, IT, Arts Integration LeadersUS Digital Convergence Centers New York City Washington DC MSA Central Florida San Francisco/Silicon Valley Los Angeles San Diego MSA Phoenix Denver Las Vegas Austin-San Antonio-Waco Global Digital Convergence Centers South Korea Finland China Taiwan Sweden Denmark Germany UK Israel Malaysia Japan Evans, Eliza, Michael Sekora, Alexander Cavalli, Kinman Chan, Jeeyoung Heo Kenneth Kan, Yue Kuang, Prakash Mohandas, Xiaoxiang Zhang, and Jim Brazell. Digital Convergence Initiative: Creating Sustainable Competitive Advantage in Texas. San Marcos, Texas: Greater Austin- San Antonio Corridor Council, 2005. Full Report: http://www.dcitexas.org/DCI_report.pdf
- 35. Mixed Reality
- 47. Googlesâ Project Glass Now available for developers, consumer shipment targeted for 2014. http://www.google.com/glass/start/ http://www.youtube.com/watch?v=v1uyQZNg2vE
- 54. Social Cognitive Artificial World Natural World Privacy: National Bureau of Standards 5th World Psychology Physiology Philosophy Sociology Business
- 55. We are here Information Age Input to production â human knowledge via computers (STEM) 21st Century Economic Shift Cyber-STEM is facilitating transform- ation of: Knowledge Organizations Industries Markets Technical Systems Human Capital Curricula Individual Social Institutions
- 56. We are here Information Age Input to production â human knowledge via computers (STEM) 21st Century Economic Shift New Economic Era Input to production â human knowledge via cyber physical systems (Cyber- STEM)
- 57. What message and image will you leave for future generations? http://www.frontal-labs.com/wp-content/uploads/2012/10/Recognizr.jpg AR and Facial Recognition
- 58. Social Cognitive Artificial World Natural World Privacy: Bradley University & National Bureau of Standards 5th World Psychology Physiology Philosophy Privacy
- 59. Letâs Talk
- 60. Strategy of Technology Understanding STEM Classical Contemporary Schools
- 61. STEM JOBS
- 62. STEM JOBS Audience Survey What percentage of jobs in the U.S. in 2010 are classified as STEM jobs by the U.S. Department of Commerce?
- 67. 5.5% STEM JOBS 5.5% of U.S. Workforce, 7.6MM STEM Jobs in 2010 David Langdon, George McKittrick, David Beede, Beethika Khan, and Mark Doms, âSTEM: Good Jobs Now and for the Future.â US Department of Commerce, Economics and Statistics Administration last accessed online October 28, 2012 http://www.esa.doc.gov/sites/default/files/reports/document
- 68. Âœ of STEM Jobs are Network and Information Tech David Langdon, George McKittrick, David Beede, Beethika Khan, and Mark Doms, âSTEM: Good Jobs Now and for the Future.â US Department of Commerce, Economics and Statistics Administration last accessed online October 28, 2012 http://www.esa.doc.gov/sites/default/files/reports/document 5.5% STEM JOBS
- 69. Is there a labor market shortage of STEM workers?
- 70. ANTHONY P. CARNEVALE NICOLE SMITH MICHELLE MELTON, âScience, Technology, Engineering & Mathematicsâ, Georgetown University, Center on Education and the Workforce, October 20, 2012 last accessed October 28, 2012 at http://cew.georgetown.edu/stem/. Forecast of STEM Occupational Growth Georgetown University, Center for Education and the Workforce Total jobs: STEM occupations will grow from 6.8 million to 8 million total jobs by 2018. Job openings: STEM occupations will provide 2.4 million job openings through 2018, including 1.1 net new jobs and 1.3 replacement jobs due to retirement.
- 71. The STEM Crisis Is a Myth By Robert N. Charette Posted 30 Aug 2013 http://spectrum.ieee.org/at-work/education/the-stem-crisis-is-a-myth STEM attrition goes 10 yrs into the workforce, as 46% of #workers with a Bachelorâs degree in STEM have left the field. âGeorgetown University Center on Education and the Workforce
- 73. The true secret behind the curtain
- 74. There are too many college educated, experienced STEM workers who are trying to find a job; there is not a shortage of them (Economic Policy Institute). However, current STEM job categorization does not typically include health and medical jobs or the majority of middle and high skill jobs.
- 75. ANTHONY P. CARNEVALE NICOLE SMITH MICHELLE MELTON, âScience, Technology, Engineering & Mathematicsâ, Georgetown University, Center on Education and the Workforce, October 20, 2012 last accessed October 28, 2012 at http://cew.georgetown.edu/stem/. Forecast of STEM Occupational Growth Georgetown University, Center for Education and the Workforce Job Shortages: We face a chronic shortage in STEM competencies as the demand for STEM talents grows outside traditional STEM jobs.
- 76. The Hidden STEM Economy, Brookings Institute, 6.10.2013 http://www.brookings.edu/research/reports/2013/06/10-stem-economy-rothwell
- 77. There are 29 million middle skill jobs. Many of these jobs are wrongly classified as middle skill jobs because they only require a two year degree or or certificate (Bettersworth, TSTC.edu). Caveat Emptor
- 78. CTE - Five Ways That Pay, Center for Education and the Workforce, Georgetown University, Sep 2012, Last accessed online October 28, 2012 at http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/CTE.FiveWays.FullReport.pdf There are 29 million middle skills jobs. 62% of middle skills job pay $35K plus
- 80. 5.5% STEM Jobs, Âœ of STEM Jobs are Network and Information Tech David Langdon, George McKittrick, David Beede, Beethika Khan, and Mark Doms, âSTEM: Good Jobs Now and for the Future.â US Department of Commerce, Economics and Statistics Administration last accessed online October 28, 2012 http://www.esa.doc.gov/sites/default/files/reports/document ARTS JOBS?
- 81. Of the two million U.S. arts jobs requiring significant technology proficiency: âą 10% architects âą 11% artists, art directors and animators âą 7% producers and directors and âą 7% photographers The products of these disciplines represent 6.4% of the U.S. economy and over $126 billion annually in revenue from foreign trade. Read more at Arts in the Workforce. http://www.nea.gov/research/ArtistsInWorkforce.pdf and Siwek in http://www.usitc.gov/publications/33 2/pub4199.pdf
- 82. Orlando Tech â High School Program
- 83. Humanities & Sciences Cultural & Technical Arts Indian River State College Current and Emerging Pattern Languages Act 3 â FUSION: Quantitative and qualitative rearticulation of the Whole
- 84. Indian River State College, FL
- 85. Indian River State College, FL
- 86. Indian River State College, FL
- 87. Engineering Science Arts Mathematics Humanities Technology Indian River State College Current and Emerging Pattern Languages Act 1 - Humanities Vision, Creativity & Criticism
- 88. UCF FIEA, Orlando, FL
- 89. Indian River State College Current and Emerging Pattern Languages Research Cove at Treasure Coast FL : Entrepreneurship, Employment, Education and Economic Development Coordination Entrepreneurship Employment Education Economic Development
- 90. Arts, Crafts, and Literary Avocations Correlate with Scientific Success âą Compared with typical scientist, Nobel laureates are at least: âą 2X photographers âą 4X musicians âą 17X artists âą 15X craftsmen âą 25X writers âą 22X performers Source: Innovations in the Formal Education of Future STEM Innovators, Robert Root-Bernstein, Michigan State University
- 91. Indian River State College Current & Emerging Pattern Languages P-20 Integration: Networking the Points and Institutional Silos Primary Ed Secondary Ed College University Pre-K & K
- 93. What is STEM?
- 94. SURVIVAL GOVERNANCE SECURITY & SAFETY QUALITY OF LIFE WEALTH JOBS STEM is transformation of social, human, and environmental systems by human creativity & design and the unintended consequences of our actions. STEM = Innovation
- 95. What is STEM in the context of P-20 Education Practice? STEM is transformation by design. STEM is transformation of social, human, and environmental systems by human design and the unintended consequences of our actions. STEM is a technological force changing society and social institutions. STEM is changing the structure, flow, and composition of social institutions and personal identity: family, education, work, economy, law, government, etc. From an identity perspective technology and more broadly STEM effects our worldview, our concepts of: self-efficacy, subjectivity, objectivity, privacy, time, space (place), geography, cosmology, individuality, identity, values, beliefs and culture. STEM is a process of collaboration connecting institutional silos (education, government, industry, and civil society) to satisfy community and global needs. STEM is confronting the local challenges in your community and school through the process of inquiry, design, and innovation. STEM is turning a community inward on itself to form learning communities and laboratories designed to effect local and global opportunities and challenges through collaboration and cooperation. STEM is a moral imperative to prepare all students for their future, rather than our past. STEM educational practices, ideally, today open access and opportunity in education through a balanced approach to learning that retains the important fundamentals of classical education while integrating contemporary knowledge, processes, and tools.
- 96. Letâs Talk
- 97. Strategy of Technology Understanding STEM Classical Contemporary Schools
- 98. We are here Information Age Input to production â human knowledge via computers (STEM) 21st Century Economic Shift Cyber-STEM is facilitating transform- ation of: Knowledge Organizations Industries Markets Technical Systems Human Capital Curricula Individual Social Institutions
- 100. http://www.npr.org/2013/11/11/230841224/lessons-in-leadership-its-not-about-you-its-about-them When we face a challenge where people have to change, leadershipâs role is to engage the people with the problem to solve it for themselvesârather than prescribing a solution from the top down. Adaptive Leadership Ronald Heifetz Harvard University
- 101. http://hbr.org/product/the-theory-behind-the-practice-a-brief-introductio/an/3241BC-PDF- ENG Successful adaptive changes build on the past rather than jettison it. Organizational adaptation occurs through experimentation. Adaptation relies on diversity.
- 102. âThere are kids on Maui who have never been to the top of the mountain or to Hana much less have they traveled off of the island.â How do we cultivate innovation and innovators in our schools? Indigenous Invention - âWe must move beyond school reform through the implementation of outside ideas to a new approach, one that embraces inside innovation, imagination, and inventionâŠâ
- 103. We are here TEAMS STEM 21st Century Economic Shift
- 107. Marine Science Research Clark Magnet STEAM School, La Crescentia, CA
- 108. Engineering and Robotics Clark Magnet STEAM School, La Crescentia, CA
- 109. Clark Magnet STEAM School, La Crescentia, CA Environmental Sciences
- 111. âThose who complete both a strong academic curriculum and a vocational program of study (dual concentrators) may have better outcomes than those who pursue one or the otherâ Source: Silverberg, Warner, Fong, & Goodwin, 2004; Plank, 2001; Stone & Aliaga, 2003)â (National Alliance for Secondary Education and Transition, 2005, Career Preparatory Experiences, ¶ 3).
- 113. Maryland http://www.eschoolnews.com/news/top-news/news-by-subject/international/index.cfm?i=41342
- 114. Maryland Classroom: CTE: Educating Tomorrowâs Workforce Today, April 2008
- 115. Maryland Classroom: CTE: Educating Tomorrowâs Workforce Today, April 2008
- 117. In P-20 education, Rigorous Programs of Study (R-POS) dovetailing secondary education and two- and 4-year pathways use the Career and Technical Education (CTE) framework pioneered over the past 27 years by the now defunct, Tech Prep; Unification of computer science, engineering, mathematics, and physics to fuel research and development across the disciplines, and innovation in STEM subjects (especially in university R&D (Convergence Science or STEM Convergence, but also emerging in K-12 STEM education); A general trend toward unification of knowledge- and skill- based instructional practice and learning. In academia, theory and practical arts are unified by process in the escalation of computer science and/or computational thinking into the academic domain of science and the core curricula. In the CTE world, academic-CTE integration is the What is STEM in the context of P-20
- 118. Denton ISD, Texas Programs of study connecting pathways to both 2 year and 4 year post secondary degrees.
- 129. 129
- 130. 130
- 135. Model classical contemporary schools that integrate academic and applied arts with success in terms of improving learning outcomes for students include: 1. Philadelphia Performing Arts Charter School (K-8), ppacs.net, PA. 2. Clark Magnet School, clarkmagnet.net, La Crescenta, CA. 3. Indian River State College, irsc.edu, Fort Pierce, FL. 4. University of Maryland Baltimore County, umbc.edu, Baltimore, MD. 5. Olin College, olin.edu, Needham, MA.
- 136. Classical Contemporary Education - Systems Innovation a. ADAPTIVE LEADERSHIP - Adaptive leadership is specifically about change that enables the capacity to thriveâchange led from the bottom up and the top down simultaneously. b. INNOVATION LABORATORIES â Positioning challenges and opportunities from the community (local and/or global) in the center of learning and education goals through student- and teacher-driven innovation projects. c. CULTURE OF INNOVATION - Context and frame for learning is real world and purpose driven incorporating failure as feedback to the learning process. A culture of innovation is conducive to learning, improving, and adapting while fostering risk taking. In this view, learning cannot be achieved without feedback as an integral part of the learning loop. d. PRE-K TO PhD NETWORKS, SYSTEMS, & PATHWAYS - Sequenced, integrated and transferable courses across K-12, Community College, University and the Adult Continuing Education spectrum of lifelong learning.
- 137. Classical Contemporary Education - Pedagogical Innovation INTEGRATED ACADEMIC & APPLIED PRACTICE - STEM is used as a bridge to connect academic, arts, CTE, and health education; Delivering integrated programs of study across disciplines (coherent course sequences); Integrating fine arts, performing arts, cultural arts, commercial arts, and creativity as foundational to school culture and outcomes (not an add on); Applying knowledge and skill-based learning through apprenticeship, expert modeling, and project work; Integrating disciplinary knowledge across subjects through innovation themes, projects, and competitions; and, Integrating professional development within and across faculty professional development subjects/disciplines.
- 138. 1,000 MPG eq. Fuel Cell Car
- 143. Fredericksburg ISD & Alamo Heights, Central TX
- 144. STEM 2.0: Transformational Thinking About STEM for Education and Career Practitioners by Jim Brodie Brazell If you would like a copy STEM 2.0 or if you would like a copy of my monthly newsletter, please email me at jimbrazell@ventureramp.com
- 145. Letâs Talk
- 146. Strategy of Technology Understanding STEM Classical Contemporary Schools
- 147. CO Student Panel âWhat are we going to do to change the world today?â Dr. Francis X. Kane Military Father of GPS (Col. USAF, 1918-2013)
- 149. Schools 2.0 Why STEM Changes the Kind of Schools We Need National School Boards Association, New Orleans, LA, April 6, T&L Luncheon JIM BRAZELL & RAY ROSE jimbrazell@ventureramp.com & ray@rose-smith.com
- 150. END
- 151. For Dr. Francis X. âDukeâ Kane liberal education and the arts are part and parcel to STEM education and the cultivation of the âcreativeforceâ we need for the missions ahead. For Duke, âcreativity and collaborationâ were the two necessary qualities to engender in the education of what he affectionately called the âSpeed of Light Generation.â
- 153. Strategy of Technology â TECHSPACE MAP Scientific Research map for STEM, IT and Arts Integration, Convergence Science Dr. Mike Sekora, Jim Brazell, Dr. Eliza Evans, et. al., Ic2.org,
- 156. Digital Convergence Leaders US Digital Convergence Centers New York City Washington DC MSA Central Florida San Francisco/Silic on Valley Los Angeles San Diego MSA Phoenix Denver Las Vegas Austin-San Antonio-Waco Global Digital Convergence Centers South Korea Finland China Taiwan Sweden Denmark Germany UK Israel Malaysia Japan Evans, Eliza, Michael Sekora, Alexander Cavalli, Kinman Chan, Jeeyoung Heo Kenneth Kan, Yue Kuang, Prakash Mohandas, Xiaoxiang Zhang, and Jim Brazell. Digital Convergence Initiative:
- 157. Brazell, Adapted from NSF & Charles Ostman, Institute NEURO CHEM BIOINFO Science & Technology Convergence Technopolei
- 158. STEM, IT, Arts Integration LeadersUS Digital Convergence Centers New York City Washington DC MSA Central Florida San Francisco/Silic on Valley Los Angeles San Diego MSA Phoenix Denver Las Vegas Austin-San Antonio-Waco Global Digital Convergence Centers South Korea Finland China Taiwan Sweden Denmark Germany UK Israel Malaysia Japan Evans, Eliza, Michael Sekora, Alexander Cavalli, Kinman Chan, Jeeyoung Heo Kenneth Kan, Yue Kuang, Prakash Mohandas, Xiaoxiang Zhang, and Jim Brazell. Digital Convergence Initiative:
- 159. Aerospace, Defense & Security Electronics & Telecom Medical Tech-Life Science Optics/ Photonics Edtech & MS&T Film/ New Media Central DCI MST&G
- 160. Source: The Film and Entertainment Industry in Florida Part II â Statewide Economic and Fiscal Impact, Sep 29, 2008, Haas Center for Business Research and Economic Development The University of West Florida
- 162. Aerospace, Defense & Security Electronics & Telecom Medical Tech-Life Science Optics/ Photonics Edtech & MS&T Film/ New Media San Diego DCI MST&G
- 163. RD&C Art CHEM BIO INFO NEURO Cali t2
- 164. First Flight 3 of 6 Dave Kenny
- 165. Aerospace, Defense & Security Electronics & Telecom Medical Tech-Life Science Optics/ Photonics Edtech & MS&T Instrumentation DC MSA GAMES military- industrial- academic-life science- entertainment spurred by
- 171. e-Korea Vision 2006 also set the following basic directions: From Quantitative Expansion to Qualitative Accomplishments such as the increase in productivity through legal and institutional reforms and innovations in business processes throughout societyâŠSocial transformation not just technical. · From Creation of new industries led by the government to Foundation for new industries. The governmentâs new role is to focus on the enabling environment and the private http://www.apdip.net/projects/2003/asian-forum/
- 172. http://www.npr.org/blogs/thetwo-way/2013/12/03/248329823/u-s- high-school-students-slide-in-math-reading-science "Remember the movie Groundhog Day, where the main character wakes up every morning and realizes nothing has changed? He's reliving the same day over and over again. Well that pretty much sums up the latest PISA results for 15- year-olds in the U.S. Their scores in reading, math and science have not changed U.S. Students Slide In Global Ranking On Math, Reading, Science by BILL CHAPPELL December 03, 2013 7:37 AM
- 173. The Commission reported: 1. There was a widespread interest in the subject of industrial education. 2. The lack of skilled workmen was not chiefly a want of manual dexterity but a want of what what may be called industrial intelligence. 3. There was a growing feeling of inadequacy of the existing public school system to fully meet the needs of modern industrial and social conditions. The schools were too exclusively literary in their spirit, scope, and methods. 4. To the question of who should bear the expense of technical education, the common answer was the state.
- 174. On June 7, 1905, Massachusetts Governor William Douglas appointed a Commission on Industrial and Technical Education that later became known as the Douglas Commission. The Commission reported: 1. There was a widespread interest in the subject of industrial education. 2. The lack of skilled workmen was not chiefly a want of manual dexterity but a want of what what may be called industrial intelligence. 3. There was a growing feeling of inadequacy of the existing public school system to fully meet the needs of modern industrial and social conditions. The schools were too exclusively literary in their spirit, scope, and methods. 4. To the question of who should bear the expense of technical education, the common answer was the state. (Barlow, 2001 Years of Education 1776-1976, Feb. 1976)
- 176. 1812 Industrial Age Input to production â machine labor (STEM driven change) Agrarian Age Input to production â human labor 19th Century Economic Shift
- 177. Morrill Act, July 2, 1862 Practical Arts Liberal Arts STEM Motivates New Ed â...promote the liberal and practical education of the industrial classes.â (Barlow, 2001 Years of Education 1776-1976, Feb. 1976)
- 178. Hail the skillful cunning hand! Hail to the cultural mind! Contending for the worldâs command, Here let them be combined. (Barlow, 2001 Years of Education 1776-1976, Feb. 1976) St. Louis Manual Training School, 1880 Steam-driven threshing machine near Hallock, Minnesota. Photo from 1882, scanned from H. Arnold Barton, A Folk Divided: Homeland Swedes and Swedish Americans, 1840â1940, Uppsala: Acta Universitatis Upsaliensis, 1994. Held by Nordiska Museet, Stockholm. Public domain by reason of age in Wikipedia.
- 180. TECH PREP 2.0 ADVANCING STEM WITH RIGOR THROUGH CAREER AND TECHNICAL EDUCATION RIGIROUS PROGRAMS OF STUDY Input to Association of Career and Technical Education on Matters of Issue with Office of Science and Technology Policy (OSTP), Presidentâs Council of Advisors on Science and Technology (PCAST) STEM meeting October 2009, and ultimately elimination of 100% of the TECH PREP budget for regional public-private consortia, and related funding for programs and staff related to Rigorous STEM Programs of Vocational Study (RPOS). By Jim Brazell, CEO, VentureRamp, Inc. March 31, 2014
- 181. In Harvard Pathways to Prosperity, Bill Symonds, et al
- 182. Common Core State Standards & Career and Technical Education: Bridging the Divide between College and Career Readiness was prepared for Achieve by Hans Meeder and Thom Suddreth of the Meeder Consulting Group, with the Association for Career and Technical Education and the National â...all too often, the focus on âcollege readine ssâ and âcareer readine
- 183. RPOS