reStartEvents 5:9 DC metro & Beyond V-Career Fair Employer Directory.pdf
Twc.2013 stem2.0 v2.0
1. STEM 2.0
Transformational Thinking About
STEM for Industry, Education, Workforce,
Economic Development Practitioners
TWC, San Antonio, TX
December 3, 2013
JIM BRAZELL
jimbrazell@ventureramp.com
2. “What are
we going to
do to change
the world
today?”
Dr. Francis X. Kane
Military Father of
GPS (Col. USAF,
1918-2013)
3. What do you think of when I
say San Antonio?
learn more at saheartofinnovation.com
San Antonio, Texas!
Veterans Day 2013!
Weston Center, geekdom.com
4. What do the first
air plane owned by
the war
department, Mt
Rushmore,
Aerobics, the first
personal computer,
and the high
school that won
the American
rocketry challenge
have in common?
5. Captain
Benjamin
D.
Foulois
seated
at
the
controls
of
a
Wright
Military
biplane;
a
radio
transmitter
is
tied
into
the
passenger
seat;
1911.
14. William Barker
@
1969
!
Photo of the IMP
Team (L to R): Truett
Thatch, Bill Bartell
(Honeywell), Dave
Walden, Jim
Geisman, Bob Kahn,
Frank Heart, Ben
Barker, Marty Thrope,
Will Crowther, Severo
Ornstein. Not
pictured: Bernie
Cosell.
18. Miguel Yacaman, who heads UTSA's physics and astronomy department, shows off images taken by the
world's most powerful electron microscope, nicknamed 'Helenita' after King Ranch heiress Helen Groves,
whose gift was used to buy the device. / SA
http://www.mysanantonio.com/news/education/article/UTSA-boasts-world-class-gift-794295.php
25. Thank you
TWC for all of
your support of
San Antonio’s
little
experiments
over the past
decade.
We are the
middle America
of the 21st
Century.
26. In 2012, San Antonio ranked No. 1 in Jobs,
Wages & Tech
!
Ranked number 1 in economic growth and
prosperity out of 200 metropolitan cities in
America, San Antonio jumped 13 places to land
the top spot on the Milken Index in 2011.
Factoring jobs, wages and technology
performance, San Antonio is leading the nation.
Many people are asking: Why San Antonio?
28. STEM 2.0
Transformational Thinking About
STEM for Industry, Education, Workforce,
Economic Development Practitioners
TWC, San Antonio, TX
December 3, 2013
JIM BRAZELL
jimbrazell@ventureramp.com
30. 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.
!
!
!
31. 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)
!
!
33. Morrill Act, July 2, 1862
Practical
Arts
Liberal
Arts
S&T
Motivates
New
Ed
“...promote the liberal and practical education of the
industrial classes.” (Barlow, 2001 Years of Education
1776-1976, Feb. 1976)
34. !
!
Hail the skillful
cunning hand!
Hail to the
cultural mind!
Contending for
the world’s
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, 1840—1940, Uppsala: Acta
Universitatis Upsaliensis, 1994. Held by Nordiska Museet, Stockholm.
Public domain by reason of age in Wikipedia.
35. “STEM education,” as used in this
report, includes the subjects of
mathematics, biology, chemistry,
and physics, which have
traditionally formed the core
requirements of many state
curricula at the K-12 level. In
addition, the report includes other
critical subjects, such as computer
science, engineering,
environmental science and
geology, with whose fundamental
concepts K-12 students should be
familiar.
36. No mention of Career
and Technical Education,
workforce education,
programs of study or
vocational education in
the tome that forms the
cornerstone of K-12
STEM education policy
and funding.
37. 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 Association of State Directors of Career Technical Education Consortium.
“...all too
often, the
focus on
“college
readiness”
and “career
readiness”
remains in
two distinct
silos...”
38. Jobs and Education: Knowing Doing Trap
We draw a false dichotomy between knowing and doing, theory and
practice, skill and knowledge, left and right brain, white collar and blue
collar.
39. 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 since 2003."
U.S. Students Slide In Global Ranking On Math,
Reading, Science
by BILL CHAPPELL!
December 03, 2013 7:37 AM
40. Increasing student, teacher, and worker
performance is a matter of integrating these
things we see as opposites into a whole.
The Knowing Doing Trap - We draw a false dichotomy between knowing
and doing, theory and practice, skill and knowledge, left and right brain,
white collar and blue collar.
41. “Those 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 other” (Silverberg, Warner, Fong, &
Goodwin, 2004; Plank, 2001; Stone & Aliaga, 2003)” (National
Alliance for Secondary Education and Transition, 2005, Career
Preparatory Experiences, ¶ 3).
44. Is there a STEM workforce
shortage?
What is the technology shift
changing the economy?
What are the implications
for workforce, economic
development, and industry?
How should education
respond?
45. !45
STEM
is
now
at
the
forefront
of
policy
and
education
practice,
the
current
approach
is
driven
by
the
perception
that
there
is
a
shortage
of
STEM
talent.
!
Is
there
a
quanti>iable
STEM
shortage
today?
47. STEM JOBS
!
What percentage of jobs
in the U.S. in 2010 are
classified as STEM jobs
by the U.S. Department
of Commerce?
48. 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, “STEM: Good Jobs Now and for
the Future.” US Department of Commerce, Economics and Statistics Administration last accessed online October 28,
2012 http://www.esa.doc.gov/sites/default/files/reports/documents/stemfinalyjuly14_1.pdf
49. ½ of STEM Jobs are
Network and
Information Tech
David Langdon, George McKittrick, David Beede, Beethika Khan, and Mark Doms, “STEM: Good Jobs Now and for
the Future.” US Department of Commerce, Economics and Statistics Administration last accessed online October 28,
2012 http://www.esa.doc.gov/sites/default/files/reports/documents/stemfinalyjuly14_1.pdf
5.5% STEM JOBS
50. !50
There
are
too
many
college
educated,
experienced
STEM
workers
who
are
trying
to
>ind
a
job;
there
is
not
a
shortage
of
them
(Economic
Policy
Institute).
51. !51http://www.epi.org/publication/pm195-stem-labor-shortages-microsoft-report-distorts/
Note: Estimates are for the civilian labor force age 25 and older with a bachelor's degree or higher education. Shaded
areas denote recessions.
Source: Current Population Survey (CPS) public data series and unpublished Economics and Statistics Administration
(Department of Commerce) analysis of CPS basic monthly microdata
Unemployment rates of all workers, and workers in STEM and non-STEM occupations with at least a
bachelor’s degree, 1994–2011 —Economic Policy Institute
52. !52
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
55. There
are
thousands
of
job
openings,
regardless
of
the
occupational
title,
for
which
employers
are
looking
for
folks
with
strong,
core
scienti>ic,
statistical,
and
technology
competence.
The
true
secret
behind
the
curtain
is
more
than
the
handful
of
real
occupational
shortages
we
have
in
several
engineering
and
IT
disciplines
(including
cyber
security).
There
is
an
absence
of
scienti>ic
thought
processes
and
application
of
mathematical
precepts
across
many
different
occupations—most
of
which
transcend
traditional
STEM
de>initions.
(R.
C.
Froeschle,
personal
email
communication,
March
19,
2013)
56. ANTHONY P. CARNEVALE NICOLE SMITH MICHELLE MELTON, “Science,
Technology, Engineering & Mathematics”, 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. !
!
Shortages: We face a chronic shortage in
STEM competencies as the demand for
STEM talents grows outside traditional
STEM jobs.
57. !57
There
are
too
many
college
educated,
experienced
STEM
workers
who
are
trying
to
;ind
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.
58. Jobs and Education: Knowing Doing Trap
We draw a false dichotomy between knowing and doing, theory and
practice, skill and knowledge, left and right brain, white collar and blue
collar.
59. The Hidden STEM Economy,
Brookings Institute, 6.10.2013
http://www.brookings.edu/research/reports/2013/06/10-stem-economy-rothwell
60. 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
61. There are 29 million middle
skill jobs.
!
Many of these jobs are
wrongly classified as middle
skill when they are high skill
(Bettersworth, TSTC.edu).
Caveat Emptor
62. US Department of Labor and US Bureau of the Census in National Skills Coalition
63. The American workforce, by many accounts, has been
polarizing. Middle-skill jobs in manufacturing and
many business services have been disappearing thanks
to automation and international competition, but low-
and high-skill employment is increasing. During the
recession and recovery… Highly skilled workers
have done best, low-skill workers have done poorly,
and those in middle-skill employment have done very,
very poorly, even as the job market has improved over
the past year.
Caveat Emptor
America's labour market
Hollowing out
Jan 9th 2012, 14:50 by R.A. | WASHINGTON
64. In the last two decades a huge literature, both empirical and theoretical, has emerged on
the rising global trend of wage inequality since the 70s and the associated changes in
employment patterns. This has been attributed mainly to skill-biased technical change
(SBTC), but also significantly to freer international trade between developed and
developing countries. See, for instance, Bernard and Jensen (1997), Chapter 4 in Feenstra
(2004), Bivens (2007) and Krugman (2008), among many others.
Taking into account relatively more recent data, 1987-2004 for the U.S. and 1975-1995
for the U.K., a more specific – and an interesting – pattern of wage distribution and
employment has been discerned, compared to the earlier literature: namely, a continuing
positive trend of wage inequality in the top half of the distribution (for both U.S. and
U.K.), coupled with a slightly declining trend in the U.S. and a mildly positive trend in
the U.K. in the bottom half of the distribution. Furthermore, in both economies the shares
of high-wage as well as low-wage jobs have increased, while that of middle-wage jobs
has declined.
Goos and Manning has aptly depicted such a change in the employment pattern as a growth of
both “Lousy and Lovely Jobs.” It has also been termed as hollowing out or job polarization,
“with employment polarizing into high-wage and low-wage jobs at the expense of middle-skill
jobs” (taken from Autor et al., 2006).
Caveat Emptor
International Trade and Polarization in the Labor Market
Satya P. Das Indian Statistical Institute, Delhi
!
http://dx.doi.org/10.5018/economics-ejournal.ja.2012-6
65. !
• There is no standard workforce or education
definition of STEM in the U.S.
• There is a lack of granularity in labor market
data, making meaningful understanding of
STEM jobs very difficult.
• Traditional approaches to specialized labor
market classification neglect the increasingly
integrated nature of STEM knowledge and skills
required of many jobs not typically classified as
STEM.
!65
STEM 2.0
66. !
• In order to understand STEM jobs, one must
look beyond classical definitions of STEM labor
market definitions (and codes) to the
transformational system of technologies, work
processes, and competencies ushering in job
innovation.
• Today, exigent labor market shortages are for
STEM-based skills across many jobs not
typically classified as STEM.
!66
STEM 2.0
67. Is there a STEM workforce
shortage?
What is the technology shift
changing the economy?
What are the implications
for workforce, economic
development, and industry?
How should education
respond?
74. !74
The infrastructure enabling the basic
services of life in the 21st Century are
now governed by and dependent on
cyber physical control systems
(distributed robotics).
Robots are now fundamental to life,
work, and play in the 21st century
illustrating a profound shift in the
economy.
76. 3D Printers That Build Entire Houses: Contour
Craftings Aims To Print 2,500 Square-Foot-Homes
In 20 Hours, International Business Times
By Ryan W. Neal
on October 29 2013 10:08 AM
http://www.ibtimes.com/3d-printers-build-entire-houses-contour-craftings-aims-print-2500-square-foot-homes-20-hours-video
The Contour Crafting 3D printers could
even do the electrical work, plumbing,
tiling, finishing work and painting.
78. 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
86.
The entire SBSP
infrastructure is a robot.
Cloud 2.0 is power,
communications,
software, and control—
all wireless.
Dr. Francis X. Kane,
Military Father of GPS
(Col. USAF, 1918-2013)
90. We are here
Age of
Robotics
Input to production
– artificial labor
and artificial
intelligence
Information Age
Input to production
– human knowledge
Robotics Age
93. Technology and Automation are
Driving Full Spectrum
Transformation of Jobs
• Engineering Design
• Manufacturing
• Installation and Maintenance
• Operation
!93
100. !100
TMMTX has 2900 Employees
5700 Jobs in the Team Texas Campus
Production
2345
Multi Skilled
225
Engineers
120
Admin
110
Workforce
*As
of
August
2012
Mario Lozoya !
Director of Government Realations & External Affairs External Affairs Dept.!
Toyota Motor Manufacturing, Texas, Inc.!
1 Lone Star Pass!
San Antonio, TX 78264!
Desk: 210-263-4126 !
Fax: 210-263-4098!
magaly.santos@tema.toyota.com
101. Key Texas Industries
• Copyright Industries
• Electronics & Applied Computer Equipment
• Biotechnology, Life Science & Medical
• Telecommunications & Information Services
• Distribution, Transportation & Logistics
• Heavy & Special Trade Construction
• Energy, Mining & Related Support Services
• Petroleum Refining & Chemical
• Transportation Equipment
• Production Support & Industrial Machinery
• Agriculture, Forestry & Food
• Aerospace and Aviation
• Homeland Security & Defense
102. We are here
Information Age
Institutional
Transformation Robotics Age
Restructuring
Knowledge
Organizations
Industries
Markets
Technologies
Human Capital
Curricula
Economies
103. !103
The net effect of the adoption and diffusion of technology is
the transformation of social institutions—including family,
work, school, law, the economy, and national defense.
A new approach to jobs analysis is needed to identifying
how social institutions such as employment are changing
and what competencies support institutional growth and
sustainability.
!
It is therefore important to define STEM in a way that
elucidates how these institutions are changing as well as
what skills give rise to economic innovation and
sustainability of democratic ideals.
STEM 2.0
104. Is there a STEM workforce
shortage?
What is the technology shift
changing the economy?
What are the implications
for workforce, economic
development, and industry?
How should education
respond?
105. Jobs and Education: Knowing Doing Trap
We draw a false dichotomy between knowing and doing, theory and
practice, skill and knowledge, left and right brain, white collar and blue
collar.
110. Butler County
Economic
Development
!
“In the world of economic
development, people talk
about the importance of
location, location,
location… but without the
labor force location means
nothing.”
!
!
--David Alfaro, Director Butler County
Economic Develoipment
Butler Community College
April 7 to 11, 2008
111. National Institute
for Aviation
Research
!
“If we don’t have
a trained
workforce, we’ll
create technology
and export jobs.”
!
-- John Tomblin, Executive
Director
Butler Community College
April 7 to 11, 2008
116. Wichita Metro Chamber
of Commerce
!
“Alignment is the issue…
We need to start in 5th or
6th grade...” --Bryan
!
“We need to build a
[human capital] supply
chain…” --Jim
!
--Bryan Derreberry, President & CEO and
Jim Schwarzenberger, VP
!
!
Butler Community College
April 7 to 11, 2008
118. !118
High School Internships
TMMTX established its first internship program with Alamo Academies from local high
schools. Students develop a Toyota mindset, enables TMMTX to be a good corporate
citizen and strengthen loyalty with our community; and to create a pipeline of local
skilled candidates to address current gaps.
ATMA Internships: Alamo Technology and Manufacturing Academy
The students are exposed to three Career paths:
Production Multi-Skill Maintenance Engineering
SWISD East Central SouthSan NISD SA ISD
123. Arts,
Crafts,
and
Literary
Avocations
Correlate
with
Scientific
Success
•
Compared
with
typical
scientist,
Nobel
laureates
are
at
least:
• 2X
photographers
• 4X
musicians
• 17X
artists
• 15X
craftsmen
• 25X
writers
• 22X
performers
Source: Innovations in the Formal
Education of Future STEM Innovators,
Robert Root-Bernstein, Michigan State
University
125. http://www.thefoundry.co.uk/case-studies/package-design-made-easy-in-modo/
Of the two million U.S. arts jobs requiring
significant technology proficiency:
!
10% architects
11% artists, art directors and animators
7% producers and directors and
7% photographers
!
The products of copyright industries
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
126. STEM, IT, Arts Integration Leaders
US 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
129. !129
STEM 2.0
What
is
required
in
our
understanding
is
that
technology
is
not
an
artifact
such
as
computer
or
a
robot,
rather,
technology
is
the
uni;ication
of
human
art
and
science
to
transform
society
through
the
process
of
design.
We
are
the
technology.
Technology
is
not
an
external
force,
beyond
our
control,
acting
on
society.
We
are
the
technology!
Technology is the unification of art and science to transform society through the process of design.
131. “What are
we going to
do to change
the world
today?”
Dr. Francis X. Kane
Military Father of
GPS (Col. USAF,
1918-2013)
132. Is there a STEM workforce
shortage?
What is the technology shift
changing the economy?
What are the implications
for workforce, economic
development, and industry?
How should education
respond?
133. When
our
predecessors
stood
at
the
edge
of
the
world
and
gazed
up
at
Sputnik
in
1957,
they
did
not
respond
with
a
narrow
focus
on
technology
education
or
training.
General
Robert
F.
McDermott,
Academic
Dean,
of
the
U.S.
Air
Force
Academy,
founded
the
new
academy
on
the
idea
that
in
a
world
of
increasing
technological
complexity,
education
needs
to
increase
emphasis
in
both
classical
and
contemporary
studies.
Brigadier General Robert F. McDermott
135. Model
classical
contemporary
schools
that
integrate
academic
and
applied
arts
with
success
in
terms
of
improving
learning
outcomes
for
diverse
student
populaEons
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
BalEmore
County,
umbc.edu,
BalEmore,
MD.
5. Olin
College,
olin.edu,
Needham,
MA.
136. Classical Contemporary Education - Systems
Innova:on
a.
ADAPTIVE
LEADERSHIP
-‐
AdapEve
leadership
is
specifically
about
change
that
enables
the
capacity
to
thrive—change
led
from
the
bo^om
up
and
the
top
down
simultaneously.
b.
INNOVATION
LABORATORIES
–
PosiEoning
challenges
and
opportuniEes
from
the
community
(local
and/or
global)
in
the
center
of
learning
and
educaEon
goals
through
student-‐
and
teacher-‐driven
innovaEon
projects.
c.
CULTURE
OF
INNOVATION
-‐
Context
and
frame
for
learning
is
real
world
and
purpose
driven
incorporaEng
failure
as
feedback
to
the
learning
process.
A
culture
of
innovaEon
is
conducive
to
learning,
improving,
and
adapEng
while
fostering
risk
taking.
In
this
view,
learning
cannot
be
achieved
without
feedback
as
an
integral
part
of
the
learning
loop.
WHAT
IS
NEW
IS
MAINSTREAMING
ENGINEERING
&
ARTISTIC
DESIGN
PROCESSES
(APPLIED)
WITHIN
THE
ACADEMIC
CONTEXT—INTEGRATION
(and
not
or).
d.
PRE-‐K
TO
PhD
NETWORKS,
SYSTEMS,
&
PATHWAYS
-‐
Sequenced,
integrated
and
transferable
courses
across
K-‐12,
Community
College,
University
and
the
Adult
ConEnuing
EducaEon
spectrum
of
lifelong
learning.
137. !
Classical Contemporary Education - Pedagogical
InnovaEon
a.
INTEGRATED
ACADEMICS
&
CTE
PRACTICE
-‐
Delivering
integrated
CTE
and
academic
courses
and
programs
of
study
(coherent
course
sequences);
b.
MAINSTREAM
ARTS
INTEGRATION
-‐
IntegraEng
fine
arts,
performing
arts,
cultural
arts,
commercial
arts,
and
creaEvity
as
foundaEonal
to
school
culture
and
outcomes
(not
an
add
on);
c.
APPLIED
LEARNING
PRACTICE
-‐
Applying
knowledge
and
skill-‐based
learning
through
apprenEceship,
expert
modeling,
and
project
work;
d.
INTERDISCIPLINARY
LEARNING
-‐
IntegraEng
disciplinary
knowledge
across
subjects
through
innovaEon
themes,
projects,
and
compeEEons;
and,
e.
INTERDISCIPLINARY
DESIGN
&
DEVELOPMENT
-‐
IntegraEng
professional
development
within
and
across
faculty
professional
development
subjects/
disciplines.
138. Denton ISD, Texas
Programs of study connecting pathways to both 2 year
and 4 year post secondary degrees.
141. “There 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.”
How do we cultivate innovation and
innovators in our schools?
!
Indigenous Invention - “We must move beyond
school reform through the implementation of
outside ideas to a new approach, one that
embraces inside innovation, imagination, and
invention...”
!
--School Reform: The Flatworm in a Flat World: From Entropy to Renewal through
Indigenous Invention, PAUL E. HECKMAN, University of California, Davis and VIKI L.
MONTERA, Sonoma State University
142. The key ingredient of 21st
century education is Innovation
— the creation of new
discourse, knowledge,
processes, systems, tools, and/
or languages.
147. Indian River State
College Current and
Emerging Pattern
Languages
Entrepreneurship, Innovation & Leadership
Humanities-Law-Human Development
Engineering-Design-*C.S.
Medical-Bio-Life Sciences
Architecture, Media & Arts
Entrepreneurship, Innovation & Leadership
FLOW: A Pattern for Play,
Learning, Cooperation and
Invention
*C.S. - Computer science
Faculty
Students
World
Community
148. For
Dr.
Francis
X.
“Duke”
Kane
liberal
education
and
the
arts
are
part
and
parcel
to
STEM
education
and
the
cultivation
of
the
“creativeforce”
we
need
for
the
missions
ahead.
For
Duke,
“creativity
and
collaboration”
were
the
two
necessary
qualities
to
engender
in
the
education
of
what
he
affectionately
called
the
“Speed
of
Light
Generation.”
149. Is there a STEM workforce
shortage?
What is the technology shift
changing the economy?
What are the implications
for workforce, economic
development, and industry?
How should education
respond?
150. “What are
we going to
do to change
the world
today?”
Dr. Francis X. Kane
Military Father of
GPS (Col. USAF,
1918-2013)
152. STEM 2.0
Transformational Thinking About
STEM for Industry, Education, Workforce,
Economic Development Practitioners
TWC, San Antonio, TX
December 3, 2013
JIM BRAZELL
jimbrazell@ventureramp.com
153. R.U.R. is a 1920
science fiction play by
Karel Čapek. R.U.R.
stands for Rossum's
Universal Robots.!
The play begins in a
factory that makes
artificial people, made
of synthetic organic
matter, called "robots." !
The play is a social
commentary about the
division of the world
into two classes—the
know'ers and the
do’ers.
154. !154
Cyber physical systems utilize
information technology (computers,
software, and networks) to direct the
communication and control of
physical processes and systems (or
vice versa).
155. STEM impacts all jobs and academic
disciplines—all aspects of life.
5.5% of Jobs in U.S. are STEM Jobs
