This way, Valtrex helps to regulate the immune system within a short period of time and restrict possibilities of the infected cells After the purchase of Ventolin the situation was changed a lot.
The doctor prescribed me Flagyl. Zithromax without prescriptionPremarin works just fine for me. I used this pill for three months after a full hysterectomy at the age of 50.

The U.S. Army Announces National Winning Teams of the 2015-16 eCYBERMISSION Competition

This is a press release from the Army Educational Outreach Program and NSTA

June 24, 2016 - LEESBURG, Va. - (BUSINESS WIRE) | The U.S. Army is pleased to announce the 2015-16 national winners of the 14th annualeCYBERMISSION competition. The winning teams were announced this afternoon at the National Judging and Educational Event (NJ&EE) awards luncheon.

Sponsored by the U.S. Army, one of several science, technology, engineering and math initiatives offered by the Army Educational Outreach Program (AEOP) and administered by the National Science Teachers Association (NSTA), the web-based competition challenges 6th-9th graders with proposing solutions to real-world problems.

“The U.S. Army is committed to answering the nation’s call for increased STEM education opportunities for students,” said Louie R. Lopez, Program Manager for eCYBERMISSION. “Congratulations to the 2016 national winners and STEM-in-Action grant recipients for your commitment to solving community issues.”

The winning teams were chosen from 20 national finalist teams, which were selected from more than 7,000 teams that entered the 2016 competition. Since the program’s inception in 2002, eCYBERMISSION has awarded state, regional and national competition winners over $10 million in U.S. Savings Bonds.

“The national winners represent an outstanding group of students whose remarkable projects not only demonstrate an advanced aptitude in STEM, but also serve as an inspirational reminder of the ingenuity that comes from igniting students’ natural curiosity,” said Dr. David Evans, NSTA executive director. “We congratulate the student winners and commend their advisors for engaging and empowering the students to make a real difference in the world around them.”

Each member of the four national winning teams received an additional $5,000 in U.S. E.E. Savings Bonds (matured value), bringing the total received to $9,000 each. The 2015-16 national winning teams are:

Sixth grade: Las Chicas de Puerto Rico, Aguadilla, Puerto Rico
Bria Roettger, Janat Khan, Janeliz Guzman Acevedo, and Luz Figueroa-Rodriguez from Ramey School worked with team advisor Ingrid Rapatz-Roettger and investigated the effects of Saharan dust levels on local respiratory issues and how to create an effective warning system for people who suffer from asthma in Puerto Rico.

Seventh grade: Silver Bullet, Whiteface, Texas
Blade Henry, Elizabeth Casarez, Kaden Moses, and Kaylah Deavours with Science Rocks U worked with team advisor Laura Wilbanks and looked for cost effective ways to heal wounds in a world with antibiotic-resistant bacteria. Team results identified colloidal silver as the material with the largest zone of inhibition and greatest ability to fight bacteria.

Eighth grade: Artemis, Frisco, Texas
Ashwin Koduri, Rushil Chander, and Sonya Ganeshram from Academic Center of Science worked with Bhagyashri Chanderand developed a new safety device for the hearing impaired to help notify a user of dangers. Their application can convert emergency light signals (strobe lights) and gas leak detection information into an SMS text alert as well as into a vibratory response for a device worn by a person who is hearing impaired.

Ninth grade: Myto-Critters, Taos, New Mexico
Ashley Martinez, Sierra Ferguson, Zachary Ginn from Taos Middle/High School worked with Laura Tenorio and investigated the impact of antibiotics on mitochondrial function and health in comparison to natural antibiotics. They determined that the antibiotics tested had indications of mitochondrial toxicity while none of the natural antibiotics had any impact on the mitochondria. Team research indicates that natural antibiotics could be better for reducing mitochondrial toxicity and improving health.

NJ&EE is a weeklong event that focuses on educational opportunities and team building exercises. This year’s event featured a STEM Challenge, where students participated in various STEM demonstrations and hands-on activities. Other highlights included a visit to Capitol Hill to meet with members of Congress, sightseeing at the National Mall, and a live-streamed National Showcase where students displayed and demonstrated their winning ideas.

For more information about the eCYBERMISSION competition, visit or contact Mission Control at 1-866-GO-CYBER (462-9297) or via email at

About Army Educational Outreach Program
The AEOP Cooperative Agreement was formed by the U.S. Army Educational Outreach Program (AEOP) and includes Virginia Tech as the lead organization, the Academy of Applied Science, American Society for Engineering Education, the Technology Student Association, the University of New Hampshire and NSTA. AEOP is charged with addressing national needs for a STEM literate citizenry through a portfolio of educational opportunities which includes unique experiences, competitions, and high school internships that aim to spark an interest in STEM and encourage participants to pursue college and careers in STEM fields. The Army is committed to increasing the STEM talent pool in order to ensure our national security and global competitiveness. For more information on AEOP, visit

About NSTA
The Arlington, VA-based National Science Teachers Association is the largest professional organization in the world promoting excellence and innovation in science teaching and learning for all. NSTA's current membership includes approximately 55,000 science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in science education.


Tech Companies Sign Tech Inclusion Pledge to Disclose Diversity Goals and Progress

This is a press release from NCWIT & CODE2040

Supported by the National Center for Women & Information Technology and CODE2040, leading technology companies take a pledge that will fuel U.S. innovation and economic growth by increasing diversity and inclusion within their own organizations.

PALO ALTO, CALIFORNIA (PRWEB) JUNE 23, 2016 | Thirty-two leading technology companies have recently taken a pledge to increase diversity and inclusion in the technical workforce.

The Tech Inclusion Pledge is a bold, change-leading effort supported by the National Center for Women & Information Technology (NCWIT) and CODE2040 to address the full spectrum of diversity (gender, ethnicity, age, sexuality and more), across industries and computing disciplines, within companies at all stages of growth. Learn more at

The 2016 Global Entrepreneurship Summit (GES) – which aims to showcase inspiring entrepreneurs and investors from around the world; connect American entrepreneurs and investors with international counterparts to form lasting relationships; and highlight entrepreneurship as means to address some of the most intractable global challenges – is the backdrop for this presidential call to action where these leaders announced their commitment to three essential actions: 

  • Annually publish data and progress metrics on the diversity of their technology workforce across functional areas and seniority levels.
  • Implement and publish company-specific goals to recruit, retain, and advance diverse technology talent, and operationalize concrete measures to create and sustain an inclusive culture in their technology organizations.
  • Invest in partnerships to build a diverse pipeline of technology talent to increase our ability to recognize, develop and support talent from all backgrounds.

View all signatories at

“While a number of organizations are already working to advance important elements of U.S. tech inclusion, it’s going to take more to turn the tide — more transparency around the current state of affairs, more companies to step forward and make a commitment for change, and more collaborative efforts in developing a broad talent pool,” said NCWIT CEO and Co-founder Lucy Sanders. “This Tech Inclusion Pledge brings together computing companies that will take strategic action for increasing diversity and inclusion, resulting in a more innovative and profitable workforce.”

“We believe the tech sector, communities of color, and the country as a whole will be stronger if talent from all backgrounds is included in the creation of the companies, programs, and products of tomorrow. This pledge is a ground-breaking step in the direction of making our technology companies look more like the face of America,” said Karla Monterroso, VP of Programs at CODE2040.

The Tech Inclusion Pledge leverages NCWIT’s and CODE2040’s work in closing the gap for underrepresented groups in computing and builds on the momentum of the Obama-Biden Administration initiatives that prioritize underrepresented groups in STEM.

About NCWIT 
The National Center for Women & Information Technology (NCWIT) is a non-profit change leader network of more than 700 universities, companies, non-profits, and government organizations nationwide working to increase women’s meaningful participation in computing. NCWIT equips change leaders with resources and platforms for taking action in recruiting, retaining, and advancing women from K–12 and higher education through industry and entrepreneurial careers. Find out more at

About CODE2040 
CODE2040 is a nonprofit organization that creates pathways to educational, professional, and entrepreneurial success in technology for underrepresented minorities with a specific focus on Blacks and Latino/as. CODE2040 aims to close the achievement, skills, and wealth gaps in the United States. Our goal is to ensure that by the year 2040 - when the US will be majority-minority - Blacks and Latino/as are proportionally represented in America's innovation economy as technologists, investors, thought leaders, and entrepreneurs. Find out more at


Call Opens for 2017 Elsevier Foundation Award Nominations for Early-Career Women Scientists in the Developing World

This is a press release from the The Elsevier Foundation

Nominations for excellence in research in the field of engineering and innovation accepted through September 1, 2016

Amsterdam, June 22, 2016 | Nominations opened today for the Elsevier Foundation Awards for Early-Career Women Scientists in the Developing World, a high-profile honor for scientific and career achievements by women from developing countries in five regions: Latin America and the Caribbean, the Arab region, Sub-Saharan Africa, Central and South Asia, and East and South-East Asia and the Pacific. The theme for 2017 will be engineering and innovation. Nominations will be accepted through September 1, 2016.

The awards are sponsored and organized by The Elsevier Foundation, the Organization for Women in Science for the Developing World (OWSD) and The World Academy of Sciences for the advancement of science in developing countries (TWAS). The competition will be judged by a distinguished panel of international scientists; one winner from each region will be announced in February 2017 at the annual meeting of the American Association for the Advancement of Science (AAAS) in Boston. The five winners will each receive a cash prize of US$5,000 and all-expenses paid attendance at the AAAS meeting. The winners will also receive one-year access to Elsevier's ScienceDirect and Scopus.

The Elsevier Foundation Awards for Early-Career Women Scientists rotate annually between disciplines (biological sciences, engineering sciences, and physical sciences) to ensure optimal exposure and networking synergies. Previous winners say the awards have had a powerful impact, enhancing the visibility of their research and creating new opportunities for the future.

Dr. Ethel Nakimuli-Mpungu, the 2016 African winner and psychiatric epidemiologist at Makerere University College of Health Sciences in Kampala, Uganda, noted: “Winning the Elsevier Foundation Award was an honor beyond measure. Finally, my ten years of research received the recognition it deserved. The award resulted in more visibility for my research nationally and internationally. It opened doors to more research collaborations and increased opportunities, as well as invitations to high-level global meetings.” Dr. Mpungu’s research focuses on mental health interventions for HIV/AIDS patients suffering from depression. After receiving her award, she was recognized with a Presidential Medal on International Women's Day as one of the Women Achievers in Uganda.

Nominations for the 2017 awards will be accepted for early-career women scientists working in engineering who have received their PhDs within the past 10 years and live in one of the 81 scientifically lagging countries as defined by TWAS. All nominations will be reviewed by a committee of eminent researchers who represent the five regions, including members of TWAS and OWSD, and chaired by OWSD President Jennifer Thomson.

Discussing the awards, Thomson commented: “I urge all young women working in these fields to make sure you are nominated. The voices and perspectives of women are sorely lacking in these areas of science. You can make a difference!”

Romain Murenzi, Executive Director of TWAS, said, "It's very exciting that the Elsevier Foundation Awards, for the first time, will focus on engineering." Engineering is essential for achieving the United Nations’ Sustainable Development Goals – in areas as diverse as energy and water, industrial development, and in building cities of the future. The 2017 Elsevier Foundation Awards will show us the excellent results women are achieving in engineering, and encourage women's future work in these fields." 

“We have worked with OWSD and TWAS to develop these awards over the past 5 years—and we’re really starting to see the benefits that recognition and role models have on women scientists from developing countries. Our award winners from past years are truly emerging as leaders both in their fields and among their own communities of women scientists,” commented David Ruth, Executive Director of the Elsevier Foundation.

Nomination applications can be downloaded from the OWSD website and submitted through September 1, 2016 to

About TWAS
The World Academy of Sciences works to advance innovation and sustainable prosperity in the developing world through research, education, policy and diplomacy. TWAS was founded in 1983 by a distinguished group of scientists under the leadership of Abdus Salam, the Pakistani physicist and Nobel Prize winner. Today, the Academy has some 1,175 elected Fellows from 90 countries; 16 of them are Nobel laureates. Throughout its history, its mission has focused on supporting and promoting excellence in research in the developing world and applying science and engineering to global challenges. TWAS receives core funding from the Government of Italy. The United Nations Educational, Scientific and Cultural Organization (UNESCO) administers TWAS funds and personnel. The Academy is based in Trieste, Italy.

About OWSD
The Organization for Women in Science for the Developing World (OWSD) is an international organization affiliated with TWAS. Headed by eminent women scientists from the South, OWSD has more than 5,000 members. The central role is to promote women’s access to science and technology, and their greater involvement in decision-making processes for the development of their countries and in the international scientific community. Created in 1989, OWSD's overall goal is to bridge the gender gap in science and technology. OWSD promotes leadership and provides networking opportunities for women scientists as well as exploring and improving strategies for increasing female participation in science.

About the Elsevier Foundation
The Elsevier Foundation provides grants to knowledge centered institutions around the world, with a focus on diversity in STM, health information delivery, research in developing countries, nurse leadership and sustainability. Since its inception, the Foundation has awarded more than 100 grants worth over $5 million to non-profit organizations working in these fields. Through gift-matching, the Foundation also supports the efforts of Elsevier employees to play a positive role in their local and global communities. The Elsevier Foundation is a corporate not-for-profit 501(c)(3), funded by Elsevier, a global provider of scientific, technical and medical information products and services.

About Elsevier
Elsevier is a world-leading provider of information solutions that enhance the performance of science, health, and technology professionals, empowering them to make better decisions, deliver better care, and sometimes make groundbreaking discoveries that advance the boundaries of knowledge and human progress. Elsevier provides web-based, digital solutions — among themScienceDirectScopusElsevier Research Intelligence and ClinicalKey — and publishes over 2,500 journals, including The Lancetand Cell, and more than 35,000 book titles, including a number of iconic reference works. Elsevier is part of RELX Group, a world-leading provider of information and analytics for professional and business customers across industries.


Teens: The Unacknowledged Experts in Science Education

This is a press release from Amgen Foundation

Tuesday, June 21, 2016 (3BL Media) | Guest Post Written by Claus von Zastrow, Change the Equation

In education policy circles, we spend so much time talking about young people that we sometimes forget to listen to them. Young people can have critical insights on schools and learning that escape the researchers and policy wonks. As we adults struggle to reform science education, we could stand to learn a great deal from students who, after all, have the most to gain from our efforts.

That realization spurred Change the Equation and the Amgen Foundation to survey high school students about what would get them more engaged in science — either in school or in their future careers. The findings of that survey, Students on STEM, reveal that high schoolers are very savvy: They know what good science education looks like, and they also know that their own science classes do not always measure up to this vision. They wish they had more opportunities to explore careers in fields like science.

Ask teens what they want out of biology class, for example, and they’ll tell you they would like opportunities for hands-on, real-world learning. The five teaching methods they would find most engaging bear this out: hands-on lab experiments, field trips to learn about biology outside the classroom, projects that relate biology to real life, simulated experiments and the power to choose topics they would like to explore further. Decades of research on science education confirm that methods like these are among the most effective for teaching science.

Ask teens what they actually get in their biology classes, and the picture becomes less rosy. Hands-on lab experiments are common, thank goodness, but “teaching straight from the textbook” is even more common. The result? Teens are lukewarm about their science classes in general and their biology classes in particular. Seventy-three percent of students say that they are interested in biology, but only 33 percent say they like their biology classes “a lot.” Science classes as a whole do a bit better, garnering 37 percent approval on average. Classes outside of science perform much better, however, with an average approval rating of 48 percent.

Teens are even less likely to encounter truly engaging science experiences outside of school than in school. High schoolers report that they don’t get much exposure to science outside of class, and few have opportunities to explore science careers. A mere 33 percent of teens have ever been involved in a science club or group, either in or out of school. Among lower-income teens, that number is lower still: 27 percent. And though large majorities of teens say they would like more opportunities to explore science careers, few have such opportunities. Eighty-three percent would like to shadow professionals in their jobs, for example, but only 19 percent say they have the opportunity to do so. When teens have so few options to explore science outside of school, they are unlikely to have experiences that inspire them to further their science education.

Fortunately, there are steps policymakers, educators and employers can take to make science much more engaging for young people. States can continue improving their science standards, supporting more engaging science curricula and helping prepare teachers to teach those curricula. Public and private funders can support more afterschool and summer school science programs in communities where young people have little access to such opportunities. (For an example of programs that meet a high bar, have a look at STEMworks Change the Equation’s honor roll of top STEM education programs.) Finally, businesses and other employers can help by sending their scientists into classrooms, helping create real-world science curriculum like the Amgen Biotech Experience or even providing hands-on, work-based learning opportunities.

At a time when science is playing a growing role in everything from our jobs to our health care, Americans can ill afford to squander teens’ natural interest in science.

For more on the survey, go to, and join the conversation on Twitter with#TeensTalkSci.



Mediaplanet Announces their Collaboration with NASA, STEMConnector, Million Women Mentors, Girls Who Code and FIRST Robotics Unite to Change the Face of STEM in America

This is a press release from Mediaplanet

Out of 19 countries tested in problem-solving with technology, U.S. millennials ranked dead last.

NEW YORK, NY (PRWEB) JUNE 10, 2016 |  Much of the blame for this problem lies in a sorely lacking diversity when it comes to Science, Technology, Engineering and Math (STEM) subjects. That is why Mediaplanet is proud to announce the launch of its sixth edition of “STEM Education,” which aims to inspire and empower the next generation of future STEM leaders and showcase the organizations doing their part to help STEM diversify and reach its full potential.

“We need to do everything we can to help students foster a love for science and technology,” states Dean Kamen, founder of FIRST Robotics. ”We aim to showcase all of the amazing careers paths and opportunities that come along with STEM Education to the next generation of STEM professionals.”

The print component of “STEM Education” is distributed within the weekend edition of USA TODAY, in the New York, DC, Baltimore, Houston and San Francisco markets, with a circulation of approximately 250,000 copies and an estimated readership of 750,000. Its digital component is distributed nationally, through a vast social media strategy, and across a network of top news sites and partner outlets. To explore the digital version of the campaign, CLICK HERE.

Talmesha Richards, the Chief Academic & Diversity Officer at STEMconnector adds: “The U.S. Department of Commerce, Economics and Statistics Administration reported that women are 50 percent of the workforce, but only 24 percent of the STEM workforce.” In light of this, one of this campaign’s chief focuses is illuminating the importance of mentorship for girls and young women, how statistics clearly show it improves both careers and retention, and hopefully inspiring more to pursue a career in any of the various, STEM-related fields.

This campaign was made possible with the support of Change the Equation, DK Publishing, DJ Young Guru, FIRST Robotics, Qualcomm, Bedtime Math, NASA, Adobe, American Institutes for Research, Girls Who Code, EA Games, Sodexo, Million Women Mentors, STEMconnector, Amgen Foundation, West Virginia University, School Outfitters and National Academies of Science.

About Mediaplanet 
Mediaplanet is the leading independent publisher of content-marketing campaigns covering a variety of topics and industries. We turn consumer interest into action by providing readers with motivational editorial, pairing it with relevant advertisers and distributing it within top newspapers and online platforms around the world.


National FFA Foundation Creates Endowment to Honor Retiring CEO W. Dwight Armstrong

This is a press release from National FFA

INDIANAPOLIS (Tuesday, June 14, 2016/National FFA Organization) | At the end of June, Dr. W. Dwight Armstrong will retire as chief executive officer of the National FFA Organization and Foundation, but his legacy in agricultural education and FFA will live on in a newly created endowment called "The Dwight Armstrong Legacy Endowment."

During his seven-year tenure with the National FFA Organization, Armstrong has overseen an era of dramatic growth and success. The organization has achieved an all-time record high membership of 629,367 and he solidified close collaboration and complementary strategic direction for both the National FFA Organization and the National FFA Foundation.

"Dwight brought vision and leadership to our organization that has inspired our members, staff and volunteers across the country," said Molly Ball, President of the National FFA Foundation. "This fund will honor his legacy at FFA and continue his vision of growing leaders, building communities and strengthening American agriculture."

The Dwight Armstrong Legacy Endowment has two platforms. The first is the CEO Innovation Endowment platform. It establishes a fund that will provide future National FFA CEOs with a discretionary platform to pursue unique opportunities that promote leadership development for staff or to provide starter funds to further the FFA mission. The second platform, career success, will help fund the vision of "My Journey" which serves FFA members and partners with a direct pipeline to jobs and talent across the country.

“With his many years of being deeply involved in the agricultural industry, we hope his friends and associates will find this endowment to be a wonderful opportunity to honor Dwight and give back to an organization they care about,” Ball said.

Those interested in supporting the endowment can make a one-time gift or distribute the funding over the course of three to five years. Visit for more information.

The National FFA Organization provides leadership, personal growth and career success training through agricultural education to 629,367 student members who belong to one of 7,757 local FFA chapters throughout the U.S., Puerto Rico and the Virgin Islands.

About National FFA Organization
The National FFA Organization is a national youth organization of 629,367 student members as part of 7,757 local FFA chapters in all 50 states, Puerto Rico and the Virgin Islands. The FFA mission is to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education. The National FFA Organization operates under a federal charter granted by the 81st United States Congress and it is an integral part of public instruction in agriculture. The U.S. Department of Education provides leadership and helps set direction for FFA as a service to state and local agricultural education programs. For more, visit the National FFA Organization online at, on Facebook, Twitter and the official National FFA Organization blog.

About National FFA Foundation
The National FFA Foundation builds partnerships with industry, education, government, other foundations and individuals to secure financial resources that recognize FFA member achievements, develop student leaders and support the future of agricultural education. Governed by a 19-member board of trustees comprised of educators, business leaders, individual donors and FFA alumni, the foundation is a separately-registered nonprofit organization. About 82 percent of every dollar received by the foundation supports FFA members and agricultural education opportunities. For more, visit


Honeywell Awards 50 Teachers From Around The World Scholarships To Attend Green Boot Camp

This is a press release from Honeywell

Hands-on workshop in San Diego provides middle school educators with tools to teach energy, sustainability and environmental concepts

MINNEAPOLIS, June 9, 2016 (PRNewswire) |  Honeywell (NYSE: HON) today awarded 50 middle school teachers from 13 countries scholarships to attend its eighth annual Green Boot Camp, a four-day interactive sustainability workshop that provides educators with the information, experience and resources to bring lessons on energy efficiency, sustainability and the environment back to their classrooms.

Green Boot Camp is part of Honeywell's commitment to supporting science, technology, engineering and math (STEM) education worldwide. The workshop will take place June 19-23 in San Diego, starting with a welcome day at the San Diego Gas & Electric (SDG&E) Energy Innovation Center and then moving to the city of Escondido for hands-on learning on topics ranging from renewable energy technologies to green building materials.

In addition to teachers from the United States and Canada, Honeywell will welcome educators from China, India, Mexico, Brazil,Russia, Turkey, Indonesia, Vietnam, Romania, United Kingdom, Australia and the Philippines to this year's workshop. Attendees will gain environmental learning and leadership insights from energy experts in the San Diego area.

"Sustainability education offers an opportunity for educators to not only share insights in the classroom, but to inspire students to take those principles out into the real world and affect change," said John Rajchert, president of Honeywell Building Solutions. "Honeywell Green Boot Camp arms teachers with the latest practices in renewable energy and technology innovations, so they can prepare students for the green jobs of the future."

The Green Boot Camp curriculum will include expert-led activities such as designing and building solar houses, using watt meters to measure energy use and identify potential "energy vampires," as well as collecting and analyzing water samples. Teachers will build rain barrels at Escondido City Hall to donate to city's fire department, renovate the nearby Escondido'spocket park, and assemble compost boxes. Following the activities, teachers will convene to discuss how to apply the ideas and learning in their classrooms and within their respective subject areas.

"Honeywell Green Boot Camp was a fantastic educational experience, and the lessons I gained were ones I was able to easily apply in my middle school science classroom and share with other educators in my district," said Susan Koppendrayer, Calvin Christian School teacher and past Green Boot Camp attendee. "From building wind turbines to learning about renewable energy initiatives in our own state, I've been able to better educate my students on important topics and concepts, and I'm grateful for Honeywell's support."

Green Boot Camp is made possible by a grant from Honeywell Hometown Solutions, Honeywell's corporate citizenship initiative.

Additional Information

Honeywell ( is a Fortune 100 diversified technology and manufacturing leader, serving customers worldwide with aerospace products and services; control technologies for buildings, homes, and industry; turbochargers; and performance materials.  For more news and information on Honeywell, please visit

Honeywell Hometown Solutions, the company's corporate citizenship initiative, focuses on five areas of vital importance: Family Safety & Security, Housing & Shelter, Science & Math Education, Habitat & Conservation, and Humanitarian Relief. Together with leading public and non-profit institutions, Honeywell has developed powerful programs to address these needs in the communities it serves. For more information, please visit


Why STEM? Why Now?

This is a press release from Sodexo

Steve Cox VP, Public Relations,
Sodexo North America

Friday, June 10, 2016 (3BL Media) | While expanded globalization is swiftly increasing the competitive landscape for most businesses, it is also creating many more opportunities (and choices) for top STEM talent.  The U.S. Department of Commerceprojects that STEM occupations will grow by 17 percent between 2008–2018, compared with only 9.8 percent for non-STEM fields. In addition, the nonprofit Science Pioneers, expects demand for STEM professionals to add more than 1 million jobs to the U.S. workforce over the next four years. Compare this with the number of bachelor degrees in STEM-related fields, which has remained relatively flat for nearly 20 years, and you can clearly see the talent-gap most businesses will have to deal with. To make matters worse, the U.S. Department of Education reports that only 16 percent of high school seniors are interested in pursuing STEM careers.  

Employers need to pay close attention to the anticipated talent shortfall. Going forward, establishing a pipeline of qualified talent will be far less dependent on geography and far more focused on creating attractive work environments that offer top STEM talent the incentives, choices and opportunities they are seeking. Now the battle for talent, markets, innovations and information is global.  People specializing in the traditional STEM fields such as Science, Technology, Engineering and Mathematics are swiftly becoming the most sought-after employees.

For organizations to successfully identify, recruit, develop and retain top STEM talent they need to change their approach by focusing on the Power of Three:

  • Incentives
  • Choices
  • Opportunities

Incentives: Why does anyone, do anything? Essentially, the answer is to gain something of perceived value or to avoid perceived pain. We have to incentivize people, especially women and people of color, to consider a STEM profession.  Of course there are the economic incentives.  In fact the average STEM salary is already nearly twice the average U.S. salary. But there are other incentives such as flexible work arrangements, part-time assignments, on-site child care, concierge services, resource groups and an overall company commitment to work-life balance.

Choices: We all have choices – we may not always like our choices – but we have them. And there is a wide range of choices associated with successfully increasing the number of people pursuing STEM careers.   Think of it as a ‘choice chain’ – like a value chain or a supply chain – that ultimately must be synchronized and work in harmony to be effective. Choices must be made by legislators, business leaders, community influencers, education administrators, teachers, parents and students…and we need to encourage everyone, at every level of the ‘choice chain’ to think critically and carefully about the importance of STEM and their role in supporting and encouraging it.

Opportunities: Visionary leaders and forward-looking companies create great opportunities. That is how they secure the best talent and motivate those individuals to exceed expectations.  It is as simple as that.  Mentoring, training & development and stretch assignments are all great ways to ignite passion and inspire achievement, especially in populations that may not have role models.  You have to design opportunities that meet people where they are and prepare them for success.  This is good for the individual and good for the business.

To be competitive in the global marketplace a strong and sustainable STEM talent pipeline has to be established.  Organizations that focus on the Power of Three to develop their STEM workforce will be better able to understand and leverage Incentives,provide an environment that supports informed Choices and seize the opportunity to create Opportunities. 

Steve Cox leads Public Relations for Sodexo North America with $9B in annual revenue, 125,000 employees, 9,000 operating sites and 15 million consumers served daily.


Dr. Heidi Kleinbach-Sauter Defines the "STEM Praxis Moment" in Video Interview from #GSTS2016

On April 28th, 2016 STEMconnector in conjunction with 25 strategic partners hosted the Global STEM Talent Summit (GSTS) at Gallup World Headquarter in Washington, DC. There, we sat down for an interview with Dr. Heidi Kleinbach-Sauter, the chair of the GSTS and SVP, R&D, PepsiCo. Under her leadership, GSTS has moved beyond raising awareness and now transitioned from theory into action. Watch Heidi as she discusses the future of GSTS strategic plans and defines the "STEM Praxis Moment".

Check out more videos from GSTS on the STEMconnector YouTube Page and join in on the ongoing conversation on social media using #GSTS2016!

The New Jersey Center for Teaching and Learning Helps Close the Gender and Race Gaps for High School Physics and Chemistry Teachers

This is a press release from The New Jersey Center for Teaching and Learning

NEWARK, N.J., June 1, 2016 (PRNewswire) | The New Jersey Center for Teaching and Learning (CTL) today announced the results from a Hanover Research study analyzing the performance outcomes on the Praxis physics and chemistry assessments among science teacher candidates prepared by CTL and those prepared by other institutions in New Jersey and across the United States.  Differences in both the representation of minority and female students were also examined. [The full report is available at:].

The Praxis Series® tests measure teacher candidates' knowledge and skills. The tests are used for licensing and certification processes.

Significantly, CTL graduates who have previously served as teachers in other subjects and have learned physics or chemistry in 12 to 18 months show equal proficiency in these subjects, passing the Praxis test at the same rate as those who learn physics or chemistry over many years of study by traditional means.  Thus, rather than solely depending on STEM majors to meet the vast shortage of science teachers across the country, CTL effectively equips current teachers who are certified in other disciplines to successfully teach STEM courses. 

Minorities and women are also much more highly represented among physics teacher candidates who are prepared with CTL training; and minorities are significantly more highly represented among CTL-trained chemistry teachers as well.  This model can thereby provide the availability of new physics and chemistry teachers who better reflect the current racial and ethnic makeup of students in American schools and facilitate broader diversity in accessible STEM role models.

CTL's innovative new pedagogy uses new technology such as interactive white boards for engaging instruction and polling devices for real time assessment, as well as a highly collaborative classroom structure that helps every student fulfill their potential.  The same pedagogy that proved successful for high school physics and chemistry students has proven successful in preparing their teachers as well.

Percent Female and Minority of CTL and non-CTL groups
























*CTL significantly different than non-CTL group

In addition to producing new physics and chemistry teachers through its certification programs, CTL provides ongoing support in the classroom with professional development opportunities and free curricular resources during the school year. 

CTL has become the #1 producer of physics teachers in the country and was accepted in 2015 by 100Kin10 as one of 236 "Best in Class" partners working to achieve President Obama's goal of 100,000 new mathematics and science teachers by 2020.

Dr. Robert Goodman, Executive Director of the New Jersey Center of Teaching and Learning said, "We are very pleased to help build a pipeline of capable STEM teachers who include a strong representation of women and minorities.  Providing high quality physics and chemistry education to previously underserved populations increases social justice and better prepares our country's next generation for global competition."

Wendell Steinhauer, President of the New Jersey Education Association said, "This program is a great example of what we can accomplish when we empower educators to lead and innovate. Our members are the foremost experts on what students need to thrive, and they are passionate about providing those opportunities. This program has been so positive for science education because it placed educators in the lead, and they have taken it to great places."

Specific additional key findings in the Hanover Research study included:

There are slight differences between CTL students and their non-CTL counterparts in New Jersey and the rest of the U.S. that vary by the passing measure.  Specifically, CTL students are somewhat less likely to pass on their first attempt, but slightly more likely to pass overall.

CTL students are more likely to pass the chemistry exam by approximately 10 to 14 percentage points, on average, compared to non-CTL students in New Jersey and students in the rest of the U.S. However, these marginal effects at the means are not statistically significant.

Women and Minorities
Women and minorities in all groups are less likely to pass the physics or chemistry Praxis exams compared to males and non-minority peers.

About CTL:The New Jersey Center for Teaching and Learning (CTL) is an independent, non-profit organization whose mission is to empower teachers to lead change so that all children have access to a high quality education.

CTL believes the best way to improve education is to invest in teachers by creating changes that make their work less isolated, simpler, more effective, and less stressful. This belief has propelled CTL to an unparalleled track record in rapidly increasing the supply of STEM (science, technology, engineering, and mathematics) teachers and advancing student STEM attainment. The New Jersey Education Association created the organization in 2007; and its support and participation continues today.

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