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100 Diverse Corporate Leaders in STEM - Lisa Ballantyne of Turner Construction Company

The 100 Diverse Corporate Leaders in STEM Blog Series features a new business executive Monday-Friday and the exemplary work his or her company is doing to support 21st Century STEM learning and workforce development- particularly for women, minorities and under-represented groups. Learn more and download the whole copy at Follow the conversation on Social Media using #100STEMLeaders. Today's Diverse Corporate Leader is Lisa Ballantyne, vice president and general manager at Turner Construction Company.

Lisa Ballantyne, Turner Construction
Lisa Ballantyne
Vice President and General Manager
Turner Construction Company

A graduate of Tulane University with a B.S. in civil engineering, Lisa worked for a heavy / highway construction company for one year prior to joining Turner’s Boston office in 1998. In Boston, Lisa served for 14 years in operations roles including project manager, project executive and operations manager, while simultaneously earning her MBA from Simmons College. In 2007, Lisa was promoted to general manager of the office’s Special Projects Division and the following year she was named vice president. In 2012, Lisa was named general manager of Turner’s Risk Management group where she oversaw safety, insurance, claims and legal management for the company and assisted other leaders and offices — both domestically and internationally — with management of their risk while delivering the highest level of service. 

Lisa now serves as vice president and general manager of Turner’s offices in San Francisco, Oakland and San Jose. In her current role, Lisa leads the operations in the region, with a strong focus on client service and growing the company’s business.

About Turner

Turner Construction Company is a North-America-based, international construction services company and the largest general builder in the United States. With more than 5,000 employees and an annual construction volume of $10 billion, Turner is a leader in major market segments including green building, education, healthcare, manufacturing, sports, commercial and transportation. Turner is also recognized as a leader in the adoption of Building Information Modeling technology tools and embraces the utilization of lean construction practices that foster collaboration and improve project outcomes.  

Lisa on Diversity and STEM

How do you believe STEM education can improve a nation’s competitive advantage?

Science, technology, engineering and mathematics professionals help create better, more efficient, and more sustainable ways to work, communicate, and live. It’s important that we encourage students to pursue careers in STEM as they are the future leaders in important industries and disciplines. In construction, we see firsthand the role that new technology and process innovations play in the planning, development, and construction of a building. And because construction is an industry that touches so many industries, we also have a unique vantage point from which to understand how these technological advancements and process innovations are also driving positive changes for our clients as they plan, build, teach, heal, research and manufacture. As the United States is a world leader and economic power, it’s imperative that we work to improve upon our education in STEM.

How can we do a better job to strategically coordinate all those engaged in STEM across the company?

Over the past several years, we have strengthened a company-wide approach to connectivity with the understanding that the more we can help facilitate relationship building, encourage establishment of common goals, and enable effective communication, the better the company will perform. This effort is supported by personal meetings and conversations, regional meetings and company-wide webcasts, and a new, company-wide knowledge sharing platform. For more than 15 years Turner has used the Turner Knowledge Network as an information sharing tool.  We recently launched the Turner Learning Tree, an enhanced communication and knowledge-sharing platform through which employees can ask questions, connect with subject matter experts and share great practices.

What is your vision for future of STEM careers through diversity?

Building diversity in STEM professions continues to be challenge.  Although the number of women and minorities involved in STEM has increased over the years, they are still well behind the averages of other industries. We need to continue to focus on recruitment — the number of diverse students we have graduating from undergraduate programs in engineering and science is at an all-time high. Once hired, it is equally important that we offer them the support and mentorship they need to develop their careers with us. By increasing the number of individuals entering STEM education programs, we hope to increase the number of passionate, diverse graduates entering the field. My vision for the future is one in where the percentage of diversity is equal throughout construction and other STEM industries – from the field to the board room.

What is the STEM initiative that your company has supported are you most proud of?

Turner Construction Company is a leading sponsor of the ACE Mentor Program.  Through the ACE Mentor program, professionals are paired with high school students, supporting and encouraging their interest in STEM, and offering them an inside look at the life and career in the architecture, construction and engineering industry. I am always thrilled to see Turner’s bright and energetic college recruits engage immediately and become mentors to high school students.

Leaders are in great demand as business builders and role models.  What advice do you have for minorities and women coming “up” the system?

My advice for those coming “up” in the system is to take ownership of your own path, while helping others on theirs. The more you can do to develop yourself as a person, the more opportunities there will be for your advancement.  Actively engage in the industry, community and company.  Engage in organizations and philanthropy that you are passionate about.  Help others in their pursuit of success.  Mentors, advocates and sponsors are everywhere, go find them.  Help define your path, and you will find plenty of friends, colleagues and confidants along the way to success. I think Maya Angelou put it well when she wrote, “I've learned that you shouldn't go through life with a catcher's mitt on both hands; you need to be able to throw something back.” 

100 Diverse Corporate Leaders in STEM - Kelvin Baggett of Tenet Healthcare Corporation

The 100 Diverse Corporate Leaders in STEM Blog Series features a new business executive Monday-Friday and the exemplary work his or her company is doing to support 21st Century STEM learning and workforce development- particularly for women, minorities and under-represented groups. Learn more and download the whole copy at Follow the conversation on Social Media using #100STEMLeaders. Today's Diverse Corporate Leader is Kelvin Baggett, senior vice president of clinical operations and chief clinical officer at Tenet Healthcare Corporation.

Kelvin Baggett, Tenet Health
Kelvin Baggett
Senior Vice President of Clinical Operations, Chief Clinical Officer
Tenet Healthcare Corporation

Dr. Kelvin Baggett serves as the senior vice president of clinical operations and chief clinical officer for Tenet Healthcare Corporation. Together with the president of hospital operations, Dr. Baggett co-leads strategies to enhance Tenet’s position as a leading provider of high-value care. He is also responsible for improving and integrating care across the care continuum, evaluating clinical technologies and providing leadership on clinical capital decisions. Previously, Dr. Baggett served as Tenet’s chief medical officer, overseeing the efforts to improve clinical outcomes and efficiency.

Prior to joining Tenet, Dr. Baggett served as vice president of clinical strategy and chief operating officer of the Hospital Corporation of America Clinical Services Group. Certified by the American Board of Internal Medicine, Dr. Baggett completed his training in internal medicine at the Yale University School of Medicine. He earned a bachelor’s of science degree from the University of North Carolina at Chapel Hill, a doctor’s of medicine degree from the East Carolina University School of Medicine, a master’s of public health degree from the Johns Hopkins Bloomberg School of Public Health and a master’s of business administration degree from the Fuqua School of Business at Duke University.

About Tenet

Tenet Healthcare Corporation is a national, diversified healthcare services company with more than 105,000 employees united around a common mission: to help people live happier, healthier lives. The company operates 80 hospitals, more than 190 outpatient centers, six health plans and Conifer Health Solutions, a leading provider of healthcare business process services in the areas of revenue cycle management, value based care and patient communications. Tenet is moving health forward in a variety of ways:  by making safety, service and industry-leading clinical outcomes the cornerstones of its mission; by seeking to provide high-quality, high-value care backed by compassionate service; by giving its caregivers the tools, technologies and resources they need to deliver the best care possible; and by always doing what’s right for its patients, its employees and its communities.

Kelvin on Diversity and STEM

What is the key to smart STEM investments?

I think the key here is to really know and understand your customer.  Find out what your customer needs and wants – and focus your technology and investment there. It’s easier to find a problem to solve than it is to create demand. Know your customer. It’s one of the oldest rules in business.

What do we need in the U.S. to continue to be at the top of global innovation?

We must improve our educational system – and specifically, we need much more of a focus on STEM education. We have to do everything we can to make these core subjects – science, technology, engineering and mathematics – as attractive and engaging as possible to students. And frankly, we need to do all we can to attract women and minorities to these subjects and fields as well. With our country becoming increasingly diverse, we simply can’t afford to leave any group behind when it comes to STEM education.  The reason is simple: We can’t outsource leadership in these critical areas to other countries.  We need to keep this brain trust here in the United States – and that means involving as many people as possible in our great country. We can do it here – and do it better than anyone else.

Leaders are in great demand as business builders and role models. What advice do you have for minorities and women coming up in the system?

There are three things I would suggest.  First, I would say, quite simply, don’t limit yourself to being a woman or a minority. You’re so much more than that, and you should never isolate just one dimension of yourself, no matter how important that dimension is.  Second, I would encourage you to find good people around you and learn from them. It’s fine to look for people with similar resumes and career paths, but frankly, it’s far more important to find good people with different backgrounds, skills and interests. You need a global perspective, and looking outside your own field, or career, will give you that. And finally, I would say to be willing to take risks. That’s critical to your own growth and development.

Are you a mentor, and what is your view of mentorship?

I am absolutely a mentor, and I’m a big believer in mentorship. But I think that to be truly effective, mentorship has to be a two-way street. Both people should learn from each other; the give and take goes both ways.  So, you need to find those people willing to invest in you, and then you need to invest in them. That’s the kind of mentorship you’ll find most important and rewarding.

What Employee Resource Groups does your company have in place?

At Tenet, we believe strongly in a diverse and inclusive environment, one that’s grounded in our dedication to the health and well-being of all people.  In the last year, we have established two groups charged with furthering these objectives.  Our Diversity and Inclusion Group is dedicated to developing programs and initiatives to support Tenet’s culture of inclusion. The group uses robust metrics to guide it in its mission.  And our Veterans Affinity Group develops programs and initiatives to help veterans determine whether a career in healthcare is a fit for them and, if so, helps them assimilate into the civilian healthcare environment. Current employees who are veterans, including some of our senior executives, play an active role in the group.

Send Your Name on NASA’s Journey to Mars, Starting with Orion’s First Flight

This is a press release from NASA

October 7, 2014 | If only your name could collect frequent flyer miles. NASA is inviting the public to send their names on a microchip to destinations beyond low-Earth orbit, including Mars.

Your name will begin its journey on a dime-sized microchip when the agency’s Orion spacecraft launches Dec. 4 on its first flight, designated Exploration Flight Test-1. After a 4.5 hour, two-orbit mission around Earth to test Orion’s systems, the spacecraft will travel back through the atmosphere at speeds approaching 20,000 mph and temperatures near 4,000 degrees Fahrenheit, before splashing down in the Pacific Ocean.
But the journey for your name doesn’t end there. After returning to Earth, the names will fly on future NASA exploration flights and missions to Mars. With each flight, selected individuals will accrue more miles as members of a global space-faring society.
"NASA is pushing the boundaries of exploration and working hard to send people to Mars in the future,” said Mark Geyer, Orion Program manager. "When we set foot on the Red Planet, we’ll be exploring for all of humanity. Flying these names will enable people to be part of our journey."
The deadline for receiving a personal “boarding pass” on Orion’s test flight closes Friday Oct. 31. The public will have an opportunity to keep submitting names beyond Oct. 31 to be included on future test flights and future NASA missions to Mars.
To submit your name to fly on Orion’s flight test, visit:
Join the conversation on social media using the hashtag #JourneyToMars.
For information about Orion and its first flight, visit:

100 Diverse Corporate Leaders in STEM - Frank Armijo of Lockheed Martin

The 100 Diverse Corporate Leaders in STEM Blog Series features a new business executive Monday-Friday and the exemplary work his or her company is doing to support 21st Century STEM learning and workforce development- particularly for women, minorities and under-represented groups. Learn more and download the whole copy at Follow the conversation on Social Media using #100STEMLeaders. Today's Diverse Corporate Leader is Frank Armijo, Vice President of Energy Solutions at Lockheed Martin.

Frank Armijo, LMCO
Frank Armijo
Vice President of Energy Solutions
Lockheed Martin

Frank Armijo serves as the vice president of Energy Solutions within Lockheed Martin’s Information Systems and Global Solutions Civil organization. He leads a team of 2,900 employees responsible for providing a full range of energy and environmental services and solutions to government, commercial and regulated industry clients. Mr. Armijo’s organization supports the Department of Energy, Environmental Protection Agency, Nuclear Regulatory Commission, Federal Energy Management Programs and eight of the ten largest utilities in the United States.

Mr. Armijo holds a bachelor’s degree in Management Information Systems, with a minor in Communications, from Eastern Washington University, and an Associate of Arts and Applied Science degree in Computer Science from Columbia Basin College. He has completed executive courses at MIT Sloan School of Management and Stanford University. In 2011, he received the Executive Excellence Award from the Hispanic Engineer National Achievement Awards Corporation. Mr. Armijo is a Paul Harris Fellow and a recipient of the North Star Award from the Boy Scouts of America.

About Lockheed

Advancing STEM education is a critical focus for Lockheed Martin. Our future success — and our nation’s technological advantage — depend on a constant supply of highly trained, highly capable technical talent. We believe strongly that advancing STEM education requires collaboration among industry, educators, policy makers and families.  As an industry leader, Lockheed Martin, with an employee population that includes 60,000 engineers, scientists and IT professionals, is committed to working with these groups to develop programs that educate and inspire tomorrow’s scientists, engineers and mathematicians.  To help address these challenges and strengthen the workforce pipeline, Lockheed Martin provides generous funding to STEM education outreach activities for students from elementary school through college.   We are committed to supporting programs, events and campaigns that focus on student achievement, teacher development, and gender and ethnic diversity.

Frank on Diversity and STEM

Why is STEM Education/workforce development critical to the future of our nation?

Working for one of the world’s leading technology companies, I see every day how critical STEM education is for our nation’s success on many levels — for our economy, for sustainability, and for our national security. The United States’ technological advantage in all of these areas depends on a constant supply of highly trained, highly capable technical talent. Technological leadership has been the cornerstone of our nation’s success for more than a century, and now, more than ever, our future prosperity rests on our ability to increase the pipeline of engineers and scientists entering the workforce. The size and number of fields that require technical talent is growing — everything from addressing the challenges of energy sustainability to meeting the needs of an information-driven society. From my perspective at Lockheed Martin, I see a growing gap in the demand for these professions and the number of qualified individuals ready to step into them.

Beyond standards, what are the first steps that we should take to curb the STEM education crisis?

As the question suggests, proficiency and curriculum standards are just one part of the answer to closing the STEM education gap. I believe that the most effective way to produce more students who want to pursue an education — and, ultimately, a career — in science, technology, engineering and math is to make these fields more exciting and accessible for them. We need to address this challenge on multiple levels, including improved STEM training and curriculum tools for teachers, greater commitment by scientists and engineers to support extra-curricular STEM programs, increased support from corporations, and better parent outreach to help them understand that a career in science and engineering is a realistic goal for their children. By moving on all these fronts, we can help students

How has your corporation coordinated investments in education with future workforce needs?

Because Lockheed Martin employs approximately 60,000 scientists and engineers, our Corporation supports STEM programs on many levels, from elementary school through higher education. While much of our funding is targeted toward fields where Lockheed Martin has the greatest talent needs, we also see the value in supporting general programs that build awareness and excite interest in all types of technological achievement. Our business areas implement local efforts to address the unique needs of our communities and employees. This includes educational outreach to schools, museums and after-school programs to engage directly with students and teachers. In addition, our Corporate Contributions Committee, which evaluates all grant requests greater than $100,000, has set a goal of allocating approximately one-half of all Board of Directors-authorized charitable contributions to STEM initiatives by 2015. We use an online database to track progress toward our goals for philanthropic contributions, volunteer hours and matching gift programs related to STEM initiatives.

What principles do you apply to your professional and personal life to advance STEM education?

As a Hispanic American and the child of parents who were migrant farm workers, I have a deep appreciation for the value of education in opening the door to a brighter future. I attribute my career success to both the opportunity to receive an education and the encouragement to capitalize on it. I therefore devote most of my community volunteer efforts toward promoting educational initiatives, encouraging students to pursue them, and convincing parents that their children can achieve great things. When I am introduced to a young person, I always ask where — not if — he or she is going to college. In my position as vice president of Energy Solutions at Lockheed Martin, I use the energy sector as an example of the growing number of opportunities that are open to young people who pursue a STEM education.

How does STEM leadership with a focus on diversity help your company compete?

Lockheed Martin believes that the need for a STEM-educated workforce is too great and too important to exclude or discourage any segment of our society — based on race, gender, age, religion, sexual orientation or any other characteristic — from becoming science and engineering professionals. I have seen firsthand in the Hispanic community that many promising young students fail to achieve their full potential because they do not receive adequate support or opportunities. Lockheed Martin understands that companies who actively engage traditionally underrepresented populations are tapping into a source of next-generation STEM leaders who can provide their organizations with a significant competitive advantage. Moreover, creating an inclusive work environment encourages a diversity of opinions that strengthens our solutions and provides our customers with the highest value.

Announcing the STEM Higher Education Council’s Inaugural Event, Advancing a Jobs-Driven Economy: A National Summit

Thought Leaders From Higher Education and Industry to Act on STEM Workforce Challenges

WASHINGTON, Oct. 6, 2014 (GLOBE NEWSWIRE) | STEMconnector®'s STEM Higher Education Council (SHEC) will host its inaugural event, Advancing a Jobs-Driven Economy: A National Summit on October 8, 2014, at the Carnegie Institute for Science in Washington, DC. This unprecedented gathering will bring together over 80 business and higher education leaders to showcase high impact cross-sector partnerships. SHEC members will share these boundary-breaking partnerships focused on improving the STEM ecosystem in higher education. A particular focus will be on partnerships that lead to employment in STEM jobs.

Rob Denson, President of Des Moines Area Community College (DMACC), chairs the Council, and both Dr. Martha Kanter, Distinguished Visiting Professor of Higher Education at New York University, and Dr. Freeman Hrabowski, President, The University of Maryland, Baltimore County, serve as Senior Advisors. SHEC is guided by its mission "to bring focused energy to higher education's leading high impact practices, increasing emphasis on STEM pipeline-to-jobs (and what we call STEM 2.0™)."
"Higher Education will need to aggressively align itself with the demand for STEM-skilled employees by creating a sustainable supply of highly qualified applicants. This is what we were created to do and we do not intend to disappoint either our business partners or our students," says Denson, regarding the partnerships this Council Summit will highlight. "We have the right people at the table now and will continue to in the future."
The Summit will feature a dynamic program, including Dr. Hrabowski's morning keynote, and a lunch keynote from Former Governor of Maine John McKernan, President of the U.S. Chamber of Commerce Foundation. Keynote addresses will be complemented by several discussions featuring SHEC members and their partners. A book will be released on February 24, 2015 that highlights participating organizations, summarizes successful industry collaborations and provides descriptions of scale-up initiatives.
A dinner and reception will welcome Summit attendees on October 7th and will feature a keynote presentation from Jim Clifton, Chairman and CEO of Gallup and author of "The Coming Jobs War."
According to Clifton, creating employment opportunities and preparing people for those opportunities are the most critical priorities for our society. "Leaders of countries and cities should focus on creating good jobs because as jobs go, so does the fate of nations. Jobs bring prosperity, peace, and human development -- but long-term unemployment ruins lives, cities, and countries," says Clifton. Having a strong STEM ecosystem in higher education will lead to a successfully employed populace and a fully staffed business sector, which is a sentiment shared by Dr. Hrabowski. "America needs to take much more seriously this challenge of preparing talent from a broad pool of citizens. It is imperative that higher education and industry work together to achieve this, if the nation is to continue having the strong science, technology, engineering, and mathematics workforce needed to compete globally."
Join the conversation and connect with attendees and speakers on Twitter via #SHECSummit.
About STEMconnector®
STEMconnector® is the "one-stop shop" for STEM information. With several products and services, STEMconnector® supports its members in the design, implementation and measurement of their STEM strategies. Since its launch in 2011, STEMconnector®, which is a subsidiary of the top ten U.S. executive search firm, Diversified Search, has been the leader in leveraging a network of STEM stakeholders to "make things happen." STEMconnector®'s charge is to identify, inform and connect entities working in STEM education/careers to assess smart STEM investments and results.

Honeywell Celebrates 10th Anniversary Of Inspiration At Honeywell Educators @ Space Academy

This is a press release from Honeywell

More than 2 million students reached and inspired by 2,176 math & science teachers from 55 countries since 2004; 204 teachers from 27 countries will attend the 2014 program; 10 alumni representing each year to be guests-of-honor
MORRIS TOWNSHIP, NJ | More than 200 teachers from around the world are gearing up to take the trip of a lifetime to Honeywell Educators @ Space Academy (HESA) – the ‘game-changing’ experience celebrating its 10th anniversary of inspiring teachers who, in turn, inspire students to pursue STEM education and careers. 
 Created in partnership with the U.S. Space & Rocket Center (USSRC), Honeywell (NYSE:HON) developed the award-winning scholarship program to help middle school math and science teachers become more effective educators in science, technology, engineering, and math (STEM). During the past ten years, Honeywell has awarded scholarships to 2,176 teachers from 55 countries and 52 U.S. states and territories. 
Since 2004, educators have shared their experiences and knowledge to more than 2 million students, inspiring many to pursue STEM education and careers. From winning grants from local and federal governments, to entering students in international and NASA educational projects, to creating STEM-focused after school programs, the impact of the program is continuing beyond the classroom. To help mark the program’s decade-long run, 10 HESA alumni have been selected, one representing each year, to be the guests-of-honor at the graduation ceremony on June 23.
 “HESA inspired me and in turn touched my students in a unique way. Years later, I was thrilled when I learned that the young engineer at Kennedy Space Center speaking about his wonderful job was one of my former students,” said David Auerbach, HESA 2006 alumni and a middle school teacher from Canaan, New Hampshire.
This year, 204 teachers from 27 countries, including 144 from 43 U.S. states and territories, will attend one of two five-day programs offered over consecutive weeks from June 11-24 at the USSRC in Huntsville, Ala. Teachers will be given rigorous training focused on science and space exploration including astronaut-style exercises like high-performance jet simulation, scenario-based space mission, land and water survival training, and interactive flight dynamics programs. 
“This program is all about re-igniting passion in teachers,” said Tom Buckmaster, president of Honeywell Hometown Solutions, the company’s global citizenship initiative responsible for HESA. “STEM subjects are some of the most challenging to teach, but this experience helps teachers discover new ways of delivering lesson plans to the next generation of engineers, programmers, mathematicians and astronauts.” 
According to the U.S. Department of Commerce, in the last ten years, the demand for STEM related jobs grew three times faster than jobs in other fields. However, according to the U.S. Education Department, only 16 percent of high school seniors are considered proficient in mathematics and interested in a STEM career. Only half of those students who pursue STEM courses in college actually go on to careers in STEM fields. 
“Honeywell is a world-class leader when it comes to educating teachers in STEM education and they’re proving it again,” noted Dr. Deborah Barnhart, CEO and executive director of USSRC. “These teachers, in turn, inspire tens of thousands of students around the world every year. We are pleased to partner with Honeywell in helping to build the next STEM generation.” 
Hear what these HESA alumni had to say about the program:
“My experience at HESA was the pebble in the pond - the ripples are continuous and still growing. This summer a former student is interning at NASA. Due to my experience at HESA, my students have access to the world outside our town and their aspirations seem more accessible now!” Sarah Hardy Farnham, Maine, USA
“In more than 25 years of teaching, HESA has been the most fundamental and invigorating professional development of my career.  The skills, knowledge and enthusiasm that I developed through HESA have undoubtedly had a positive effect on me, my students and teachers not just from my school, but also in schools around the region. As a result, I have received recognition at state and national levels.” Ken Silburn, Australia
To attend Honeywell Educators @ Space Academy, candidates must complete a thorough application process. Qualified teachers are awarded scholarships, round-trip airfare, tuition, meals and accommodations sponsored by Honeywell and its employees. 
Supporting Resources 
Video featuring program highlights 
Read more about HESA
Follow @HON_Citizenship on Twitter 
About Honeywell
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. Based in Morris Township, N.J., Honeywell's shares are traded on the New York, London, and Chicago Stock Exchanges. For more news and information on Honeywell, please visit
About Honeywell Hometown Solutions 
Honeywell Educators @ Space Academy is part of Honeywell Hometown Solutions, the company’s corporate citizenship initiative, which focuses on five areas of vital importance: Science & Math Education, Family Safety & Security, Housing & Shelter, 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



100 Diverse Corporate Leaders in STEM - Shafiq Anwar of Michelin North America

The 100 Diverse Corporate Leaders in STEM Blog Series features a new business executive Monday-Friday and the exemplary work his or her company is doing to support 21st Century STEM learning and workforce development- particularly for women, minorities and under-represented groups. Learn more and download the whole copy at Follow the conversation on Social Media using #100STEMLeaders. Today's Diverse Corporate Leader is Shafiq Anwar, Chief Information Officer at Michelin North America.

Shafiq Anwar, Michelin
Shafiq Anwar
Chief Information Officer
Michelin North America

Throughout his extensive career, Shafiq has held a variety of assignments in both manufacturing and IS. He began his career in manufacturing with Procter & Gamble, holding a variety of assignments in plant maintenance management, production management, cost and quality control management. After ten years in manufacturing, he entered the information technology field, leading the development of a reliability improvement system to integrate maintenance management, storeroom and purchase order processes. Shafiq moved to Japan to lead the implementation of SAP in the thirteen Asian countries where P&G had business. After three years of successful implementation, he returned to the United States and managed P&G's Global Business Services for North America. He joined Michelin in 2007 and became the North America CIO in 2009. Shafiq holds degrees in Mechanical Engineering (BS) and Systems Engineering and Operations Research (MS).

About Michelin

Dedicated to the improvement of sustainable mobility, Michelin ( designs, manufactures and sells tires for every type of vehicle, including airplanes, automobiles, bicycles, earthmovers, farm equipment, heavy duty trucks, and motorcycles. The company also publishes travel guides, maps and atlases covering Africa, Asia, Europe and North America. Michelin is recognized as the leading innovator in the tire industry. The Michelin brand is the top selling tire brand worldwide.  Worldwide sales for the Michelin Group were 22.2 billion euros in 2013. Sales in North America in 2013 were $10.3 billion. Headquartered in Greenville, S.C., Michelin North America employs approximately 21,500 people and operates 19 major manufacturing plants in 16 locations across the United States, Canada and Mexico. 

Shafiq on Diversity and STEM

Why is STEM education/workforce development critical to the future of our nation?

Today’s business climate is one with rapid technology change, innovation and modernization. If our nation is to pioneer the next generation of innovation, it is critical that tomorrow’s workforce is prepared to take on the challenge and lead. Unfortunately, the challenge ahead cannot be won by courage alone, but rather it requires a thorough understanding of complex subjects throughout science, technology, engineering and mathematics. Without these skillsets, companies will be forced to seek them elsewhere, and consequently our nation will not reap the benefits of the innovation leadership it has enjoyed in years past.

How has your corporation coordinated investments in education with future workforce needs?

In the 1970s when Michelin chose to establish its North American base in South Carolina, the company was attracted by the state’s technical school system and the strong, work-ready labor force it produced. Today, Michelin works closely with the state’s technical schools and other educational institutions to help them evolve and adapt to the future needs of manufacturers to enable South Carolina to remain competitive on a global scale. Michelin has also partnered with local technical colleges across the state of South Carolina to develop the Michelin Technical Scholars program, whereby students have the chance to co-op with Michelin in its facilities so they can experience the real world application of their studies. Michelin covers the cost of books and tuition, and the scholars are paid to work 20 hours a week with Michelin technicians. Upon successful completion of their education, Michelin Technical Scholars are often hired for a full-time position. The program has not only increased the number of future employees in the Michelin workforce pipeline, but has spread the word to young people and parents alike, that manufacturing jobs are available, pay well and can lead to even greater career opportunities.

What do we need in the US to continue to be at the top of global innovation?

1.     Never forget what America does best. America is known throughout the world as a place where people move fast and take risks. These are critical parts of America’s entrepreneurial spirit and are critical components of competitive innovation.

2.     Prevent further erosion of our technical edge. The reality is that the world is not waiting for America to innovate. The information age has enabled people throughout the world in a way which wasn’t possible before, by providing everyone with the latest technology and near limitless access to information and educational resources. To maintain this edge, America’s education system must become more competitive in all of the STEM subjects. In order to do so, we must see a strengthening of our focus on STEM at all levels of education, but particularly throughout our primary levels of education. In doing so, we will provide businesses in America with the skillsets needed for today and tomorrow.

How is your company connecting diversity initiatives with STEM initiatives? Is this a part of your comprehensive strategy?

Michelin’s employee resource groups such as the Upstate Women’s Network, the African American Network, the New Hire Network and others are charged with developing programs and starting the dialogue about how we, as an organization, can continue to improve ourselves. In November 2013, the Upstate STEM Collaborative was officially created, with Michelin serving as one of the main partners. The Upstate STEM Collaborative is collaboration between some of the Upstate of South Carolina’s biggest manufacturers, public school districts, Clemson and Furman universities and Greenville Tech. The Collaborative, which seeks to promote STEM education throughout the state, is the result of a luncheon hosted in November of 2011 by Michelin Challenge Education and the Michelin African American Network to start a dialog among various stakeholders about developing curriculum to prepare today's students for the workplace of tomorrow.

How do you translate your work into innovation?

In Information Technology, innovation and modernization is a daily part of my work life. Radical innovation in technology is a daily occurrence, and many times a year those innovations, in turn, transform the enterprise in a big way. At Michelin North America, we have a dedicated initiative toward technical innovation within IT, the steering committee of which I am the Chairman. Through this initiative, we have uncovered innovative technologies which are enabling new efficiencies, services and ways of working. In Information technology, there is no shortage of opportunities in innovation, but we are constrained in what resources we are able to allocate. But there is never a question of if we should innovate, but only where do we innovate.

Great Makerspaces Embrace STE(A)M

(this is a guest blog post from Mark Hatch, CEO and Co-Founder of TechShop)

Great Makerspaces Embrace STE(A)M

A makerspace should be a true community resource. One of the overriding principles we use at TechShop in pursuing our mission of helping to drive global innovation by engaging, enabling and empowering people to build their dreams is to make the space open to as broad of an audience as possible. Anyone over 16 can now take any class and use any machine. The space is not restricted to any group, department, school or partner.
As a result of this openness, we see students of all ages working alongside industry professionals in STEM fields as well as the crafts, trades and arts. This mixing and mashing across disciplines has a long history of helping to drive creativity, innovation and breakthroughs.
Frankly, building a makerspace that excludes some part of the broader community runs counter to basic principles in the maker movement. I find it fascinating that we have found our richest vein of employees to work in our most demanding position, Dream Consultant (TechShop staff members who help people solve their current maker problems), in the fine arts. Invariably, they have a better, broader and more current making skill set than applicants with degrees in mechanical engineering.
How one can graduate from an engineering program without experience making something using that knowledge is truly astounding. One day my staff and I were in an executive meeting when a new hire and recent MS ME graduate from a top engineering school excitedly, if inappropriately, burst into the room, exclaiming how hard it was to cut stainless steel.
“Wow, I just drilled a hole in a block of stainless. You guys have no idea how hard it is. I mean you do, but I mean, I can draw you the molecular structure, based on the classes I took in school.” He headed to the white board to demonstrate his knowledge. As we were in the middle of a meeting, we stopped him and he left, still exclaiming, “But really… it is really, really hard!”
The employee is working in our IT department because he has a nice base of skills in IT. Hired with little useful "making" experience, he is beginning to explore the actual engineering field at TechShop in his spare time... after graduation
I use that example for two reasons. First, to ask department heads to incorporate more “making” as part of the education requirements for a degree in engineering. But, more importantly, I want to point out that we need a community working together on our projects because almost none of us has all the experience and skills we need to build the most ambitious of them – and it is often the tradesman, craftsman or artist in our midst who has the skills or experience we need.
So, when one thinks of this amazing age of almost unbridled innovation, creativity and making that we are moving into, let’s not assume for an instant that we can achieve it while ignoring the arts. 
And please join me at the Higher Education Maker Summit, hosted by Arizona State University, as I will be discussing this topic amongst higher education leaders, acclaimed innovators and pioneers in the maker movement at this two-day event focused on the future of making. The registration deadline is this Friday, Oct. 10th (feel free to use discount code Summit10 to receive 10% off your registration fees).

Pace University to lead consortium awarded $5M NSF Grant for "Curriculum and Community Enterprise for New York Harbor Restoration in New York City Public Schools

This is a press release from Pace University

New York, NY – Sept 30, 2014 | Pace University’s School of Education Assistant Clinical Professor Lauren Birney Ed. D joined with former President Bill Clinton and New York Harbor School co-founder Murray Fisher on Thursday, September 4 on Governors Island to announce that the “Billion Oyster Project” has been awarded a $5 million grant from the National Science Foundation to expand the program into as many as 60 middle schools throughout the city. Students have so far introduced 11 million oysters into New York Harbor while studying how they purify water, develop and interact with the ecosystem.
Commenting on the award, Professor Birney said, “Bringing together partners from so many disciplines in this collaborative effort is what I hope to continue to contribute at Pace and throughout the STEM community in NYC and around the world.”
According to Dr. Birney, the grant is a direct result of the successful work undertaken by the STEM Collaboratory at Pace University, which was founded and created by Dr. Birney and Pace University’s Seidenberg School of Computer Science and Information Systems Associate Dean Dr. Jonathan Hill. 
“I hope to begin collaborating with all the Pace schools to create cross-disciplinary offerings for introducing STEM concepts and competencies to non-majors, who are not likely to take traditional science and math offerings, and to expand our partnerships with K-12 schools and afterschool programs,” Dr. Birney said.
The STEM Collaboratory addresses the need for greater focus and productivity in the teaching of Science Technology, Engineering and Math through:
•           Advocacy for the resources and capitals of STEM students and teachers in inner city environments.
•           Enhancement of the STEM learning and teaching experience through the development of curriculum, professional development of teachers and administrators and the development of STEM-focused technologies including mobile apps for learning.
•           Sustaining meaningful dialogue between schools, universities and employers on the necessary skill sets for a 21st Century, STEM-educated workforce.
•           Establishing and leveraging partnerships within the STEM industry to provide internships, residencies and practicums for aspiring STEM students.
The NSF grant funding will build upon the existing Billion Oyster Project, and will be implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others STEM industry leaders.
The NSF advised Dr. Birney that its panel of professionals representing the scholarly communities of the marine sciences, biology, science education, cognitive psychology, and education research, found the proposal “to be compelling, innovative, and responsive to a significant need to develop models of learning ecologies that engage students in local STEM-related issues and concerns through blended models of formal and informal education.”
For more information, please visit/contact: 
Billion Oyster Project Website:
BOP STEM C Project Director Samuel P. Janis:
Pace University Principal Investigator/Dr. Lauren Birney:
Pace University STEM Collaboratory:
About Pace University
Since 1906, Pace has educated thinking professionals by providing high quality education for the professions on a firm base of liberal learning amid the advantages of the New York metropolitan area. A private university, Pace has campuses in New York City and Westchester County, New York, enrolling nearly 13,000 students in bachelor’s, master’s, and doctoral programs in its Lubin School of Business, Dyson College of Arts and Sciences, College of Health Professions, School of Education, School of Law, and Seidenberg School of Computer Science and Information Systems.

100 Diverse Corporate Leaders in STEM - Rod Adkins of IBM

The 100 Diverse Corporate Leaders in STEM Blog Series features a new business executive Monday-Friday and the exemplary work his or her company is doing to support 21st Century STEM learning and workforce development- particularly for women, minorities and under-represented groups. Learn more and download the whole copy at Follow the conversation on Social Media using #100STEMLeaders. Today's Diverse Corporate Leader is Rod Adkins, Senior Vice President of Corporate Strategy at IBM.

Rod Adkins, IBM
Rod Adkins
Senior Vice President of Corporate Strategy

Rod Adkins will retire from IBM at the end of 2014 after more than 33 years of service for the company.  During this transition, he will continue to focus on several strategic corporate projects and client relationships. Mr. Adkins had been senior vice president of Corporate Strategy since 2013, and previously was senior vice president of Systems and Technology Group, a position he held since 2009. Inducted into the National Academy of Engineering in 2005, Mr. Adkins is also a member of the Executive Leadership Council, and the National Society of Black Engineers, which in 2001 awarded him the Golden Torch Award for Lifetime Achievement in Industry. 

He serves on the board of directors for United Parcel Service (UPS), Grainger, Inc. and PPL Corporation. He also serves on the national board of the Smithsonian Institution and the board of directors for the National Action Council for Minorities in Engineering. Mr. Adkins holds a Bachelor of Arts degree with an emphasis in physics from Rollins College, Bachelor of Science and Master of Science degrees in electrical engineering from the Georgia Institute of Technology, and Honorary Doctor degrees from both the Georgia Institute of Technology and the University of Maryland Baltimore County.

About IBM

IBM has been an innovation company for more than 100 years and generates annual revenues in excess of $100B. We pursue continuous transformation, always re-mixing to higher value in our portfolio and skills, in the capabilities we deliver to our clients and in our own operations and management practices. We create business value for enterprise clients through innovative integrated solutions and deep business insights. IBM has done this repeatedly over the past century and is well position for the new era leveraging cloud, analytics, mobile, social and security solutions. We are a highly inclusive workforce with more than 430,000 employees with operations in over 170 countries.

Rod on Diversity and STEM

Why is STEM Education/workforce development critical to the future of our nation?  How do you believe STEM education can improve a nation's competitiveness?

There is no doubt that to advance our economy and our society we need to create the next great technology innovations, not just consume them. That’s why there is such urgency for the U.S. to develop a stronger workforce of experts in STEM. According to the U.S. Department of Labor, only 5% of U.S. workers are employed in fields related to science and engineering, yet they are responsible for more than 50% of our sustained economic expansion. So it is clear that to benefit our economy and society, our national priority should be on encouraging more students to study STEM. Unfortunately, the U.S. is trending in the opposite direction. When I graduated from college, about 40% of the world’s scientists and engineers resided in the U.S. Today that number has shrunk to about 15%. To turn this trend around, we need to improve both the size and composition of the pipeline of U.S. STEM students. We can do this by by maintaining an enthusiasm for science, technology, engineering and math throughout high school and college. Our youngest students show an interest in STEM subjects, but the President’s Council of Advisors on Science and Technology has concluded that roughly 40% of college students planning to major in engineering and science end up switching to other subjects. STEM-related degrees represent only about a third of all the bachelor’s degrees awarded in the U.S. In Japan, China and Singapore, that ratio is more than one in two.

What is your advice on using private-public partnerships to tackle our most pressing education challenges in STEM? 

At IBM, I am involved in a public-private education partnership called P-TECH (Pathways in Technology Early College High School).  The model began in Brooklyn and Chicago, and is now rolling out in states around the country.  Students at these innovative grade-9-to-14 schools will graduate with an associate’s degree, along with the skills and knowledge they need to continue their studies or transition directly into jobs in the information technology industry. The schools also pair students with corporate mentors, who help guide curricula and provide real-world insight into industry trends. Public-private partnerships like this can help invigorate and maintain students’ interest in STEM. Programs like P-TECH can help improve the composition of the STEM education pipeline to include more women and underrepresented minorities. Although women fill close to half of all jobs in the U.S., they hold less than 25% of STEM-related jobs. At the same time, 43% of school-age children today are of African American, Latino, or Native American descent. Yet of all the engineering bachelor’s degrees in the U.S., less than 15% are awarded to underrepresented minorities. We need to reconcile these opposing trends so that the composition of our STEM education pipeline reflects America’s shifting demographics. National nonprofit organizations, like the National Action Council for Minorities in Engineering, also play an important role, by supplying Congress with research and policy analysis, in addition to providing scholarships directly to students.

What principles do you apply to your professional and personal life to advance STEM education? 

Show by example how fun and rewarding careers in STEM can be!  Sometimes students just need role models who inspire them to pursue STEM-related careers. For me, that person was my father, who encouraged me to deconstruct, analyze, and experiment with our home appliances. The insight I gained into how things work together opened my eyes to new possibilities and instilled in me a desire to create new technologies.


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