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.

Harvard Business School's HBX CORe: My MOOC Experience

In May of 2015 I applied for and was accepted into the July cohort of Harvard Business School’s Credential of Readiness program on their HBX platform.  This program was an online certificate course, and is best summed up by HBX:

“HBX CORe (Credential of Readiness) is a 120-150 hour certificate program on the fundamentals of business from Harvard Business School. CORe is comprised of three courses - Business Analytics, Economics for Managers, and Financial Accounting – developed by leading Harvard Business School faculty and delivered in an active learning environment based on the HBS signature case-based learning model.”

Let me begin by saying that I passed the program, and received my certificate, but I struggled with the amount of time that was required.  The version of the program I took was condensed from the standard 12 weeks into 8 weeks, which is certain to have played a role in my time-crunch scenarios.  Some other notes about my enrollment in the program and this blog: I paid for it, and I didn’t intend to write anything about my experience when I decided to take it.

The Program

​CORe has three courses, Business Analytics, Economics for Managers, and Financial Accounting.  At the time I enrolled in the program, my focus as an engineer for an automotive supplier didn’t exactly line up with what CORe was offering.  I took the program anyway because it looked like a great opportunity to expand my knowledge-base. 

In terms of immediate applicability and my interest level, I would rank the courses: 1. Business Analytics; 2. Financial Accounting; 3. Economics for Managers.

Business analytics had an immediate impact at work because of the data visualization and manipulation techniques that were taught.  Financial accounting was most applicable to my personal interest of reading annual reports of public companies.  Economics for managers was informative, but hasn’t been very applicable to my day to day life. 

I was concerned about my ability to really learn the material given that the entire course was online.  I have taken a few online courses in the past and really didn’t get much out of them.  This was in part because of the course subject, but also because it was primarily taught through PowerPoint lectures that were uploaded to Blackboard.  CORe is not like that at all.  In fact, the platform is very conducive to learning.

The reason I enjoyed it and stuck with it was because of how the material was taught.  The typical flow of learning was: Watch a 2 minute video, read a few paragraphs, complete an exercise.  In a single lesson you might go through this process two or three times.  At the end of each module (five or six lessons to a module) you would take a quiz.  This quiz is graded and those grades are incorporated into your final score.  At the end of the entire program, you take the final exam for each course.  

It Isn't Perfect

The quizzes were not my favorite.  This is because of my time crunch with work and still trying to enjoy the summer weather we have in Michigan.  I felt rushed when I took them, primarily because I took my time to get through the weekly lessons and ended up having two or three hours the day of the quiz deadline to take the quiz (there is no time limit, just a deadline).  This is mostly my own fault.  I say mostly because I don’t want to take all of the blame, but there really isn’t anyone else TO blame.

Another challenge for me was my group participation.  Each cohort gets a Facebook group to chat, exchange ideas, and network.  You are expected to participate on the platform (that participation is graded) and if you choose, participate in the Facebook group.  What I found was that if I left a module until the last minute, there wasn’t really a lot of help I could glean from the participation of others, and I felt disconnected from the group because I knew my questions wouldn’t get answered.

This is what created my main suggestion for HBX and other online courses/MOOCs that are not “On Demand” courses.  And that suggestion is: Group 5-10 people with similar time availabilities together and let that be a study group, or group to interact with for participation. 

I feel that such a group would have greatly improved my experience with HBX because we had 250-300 people in our cohort.  During my time at GW the biomedical engineering program had 30-40 people in it, and while I knew everyone, I mostly worked/studied with the same 10 people.

A Very Beneficial Program

Now that I have the certificate, and have completed the program, I haven’t seen a lot of change in my life.  I haven’t received a significant raise for the added skills and I haven’t changed jobs because of this certificate.  What I have seen is that my ability to dissect a problem or situation I face in my current job has improved.  My ability to present data visually, and convey the true meaning of the numbers to my colleagues and our customers has improved, because of Business Analytics.  When I propose new projects, or capital expenses, I use the tools and techniques that were taught in the Financial Accounting course.  Outside of the program's curriculum, one of the best parts is the massive takeaway packet you can download for each course that is an incredible reference tool.

I would definitely enroll in the program again, and I would encourage others to take it.  I would especially encourage students studying engineering or other STEM subjects to take the course over the summer if time permits.  The World Economic Forum’s “Future of Jobs,” report writes that over the next five to ten years the job families that will see the greatest decline are “Office an Administrative,” (-5%) and “Manufacturing and Production,” (-2%).  Meanwhile the job families on the rise, seeing 2-3% increases each, will be Architecture and Engineering and Computer and Mathematical.  Having engineers with multiple skill sets beyond their highly technical skills qualified by the B.S., M.S., or Ph.D., will allow small and mid-size companies to better utilize their employees in cross-functional teams.  Better utilization of employees will make companies leaner and more agile, putting them in a better position to weather economic downturns. 

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100 CIO/CTO Leaders in STEM-David Morse, Executive Vice President and Chief Technology Officer at Corning

This blog series features senior corporate executive from the 100 CIO/CTO Leaders in STEM publication sharing their insights on business and innovation from a technology and information perspective. Today’s Leader is David Morse, Executive Vice President and Chief Technology Officer at Corning.

David Morse
Executive Vice President and Chief Technology Officer
Corning

Dr. David Morse has served as Corning’s executive vice president and chief technology officer since May 2012. Morse is responsible for leading over 2,000 scientists and engineers, managing Corning’s innovation portfolio and creating new growth drivers for the company. Prior to his current position, he served as senior vice president and director, Corporate Research.

Morse joined Corning in 1976 as a composition scientist in glass research. In 1985, he was named senior research associate and charged with establishing the Optical Components Research department. In 1987, Morse was named manager of consumer products development. He became director of materials research in 1990, and then moved through a series of technology leadership positions in inorganic materials and telecommunications before joining Corporate Research in 2001.

Over the course of his many functional leadership responsibilities, Morse has been an exemplary leader for cultural, gender and racial diversity – initiating diversity affinity groups, serving as a long-time sponsor and champion of several - and taking executive action to improve diversity balance. He has extended his diversity leadership now to STEM education advocacy and pipeline leadership for Corning.

Morse graduated from Bowdoin College magna cum laude in 1973 and earned a doctorate from Massachusetts Institute of Technology in 1976. He is a member of the MIT chapter of Sigma Xi and the National Academy of Engineering.

Morse chairs the McDonnell International Scholars External Advisory Committee at Washington University in St. Louis, and is a member of the Board of Industry Advisors of International Materials Institute for New Functionality in Glass (MI-NFG), the Dow-Corning Board of Directors, the Corning Museum of Glass Advisory Board of Trustees and the Corning Foundation Board.

About Corning

Corning Incorporated is one of the world’s leading innovators in materials science. For more than 160 years, Corning has applied its unparalleled expertise in specialty glass, ceramics, and optical physics to develop products that have created new industries and transformed people’s lives. Corning succeeds through sustained investment in R&D, a unique combination of material and process innovation, and close collaboration with customers to solve tough technology challenges. Corning’s businesses and markets are constantly evolving. Today, Corning’s products enable diverse industries such as consumer electronics, telecommunications, transportation, and life sciences. Corning is a four-time National Medal of Technology winner thanks to technology leadership from decades of investment in research and development – all of which attracts and enables the best scientific minds in the world. This pipeline of talent has delivered life-changing innovations for more than 160 years.

Corning Supports STEM Initiatives 

For our nation to reach its full potential, our economy must be robust. America must be able to invent and manufacture quality products and provide services as good, or better, than any other nation in the world. That requires a highly-skilled and well-educated workforce that can innovate and thrive in a high-tech, automated, fully-connected work environment: a workforce that is STEM-skilled.

Corning Incorporated is acutely aware that there is a significant gap in the number of skilled workers who can fill STEM-related jobs. This a major concern for Corning as the vast majority of our positions require STEM skills.

At Corning, our strategy focuses on aggressive recruiting, developing homegrown talent, and collaborating with local educational institutions to enhance STEM curriculum and programs. This approach helps Corning develop a talent pipeline that allows a 160-plus year-old company work toward another 160 years while simultaneously enhancing education for all students in the communities where we have a presence.

With some exceptions, the country’s K-12 education system is struggling to provide a STEM-based curriculum that adequately prepares our children to succeed in an increasingly complex world. Many school districts are dealing with a serious funding crisis that impacts staffing and core curricula, making it difficult to enhance educational programs. That’s why partnerships between businesses and schools are so important to help provide a high-quality education as a building block for success.

Corning has a long tradition of investing in education, from pre-K through the college ranks, and particularly in locations where we have operations. Corning likes to hire within the local communities, so it makes sense to build the strongest educational system possible for future hires.

The principal way Corning supports education is through the Corning Foundation, which has provided $154 million in contributions since 1952. Approximately half of the money has gone toward educational programs with an increasing emphasis on STEM.

We also support a broad range of initiatives in individual school districts such as the International Baccalaureate program, the Full Option Science System, and Partners in Education, which sends scientists and engineers into classrooms to provide demonstrations and bring science concepts to life. In 2004, Corning sponsored the opening of the Alternative School for Math and Science, a middle school in Corning, N.Y., with a STEM-based curriculum that now has an enrollment of 130.

This commitment to elevate our educational institutions is key to developing homegrown talent, along with attracting the best and brightest from other areas. Our Technology Pipeline Program has also been effective in developing local talent to fill existing technology jobs.

Selected students spend at least one day a week in Corning labs and undertake a rigorous two-year course of scientific and engineering study at a local community college. When their study is complete, successful students then are offered Corning jobs. The program has accounted for approximately 25 percent of our technician hires since 2010.

Without question, an effective strategy to address workforce needs is collaborating with both two- and fouryear colleges to develop curricula, provide resources, and offer mentoring and internship programs.

At Monroe Community College near Rochester, N.Y., an optics technology program was developed for students with the help of a $500,000 grant from Corning Foundation. Graduates in this specialized field are in high demand and are filling workforce needs for companies like Corning.

We recognize that Corning’s ability to remain at the forefront of global innovation in materials science, optical physics and process engineering relies on the contributions of diverse Corning employees – those who are here today as well as the workforce of tomorrow. This is why Corning is a long-term sponsor of MIT’s MITES program – Minority Introduction to Engineering and Science. MITES is a six-week residence program for rising high school seniors from across the country, from which about 70% go on to graduate with a STEM college degree.

Corning is also a long-term industry partner with GEM – the National Consortium for Graduate Degrees for Minorities in Engineering and Science. Since 1976 GEM has helped more than 3,000 minority students earn masters and doctoral degrees in STEM fields.

For 13 consecutive years Corning has been nationally recognized by the engineering deans at the nation’s top historically black colleges and universities as a leading supporter of STEM education. Corning’s support includes financial aid for scholarships, internships, collaborative research opportunities, and full-time employment.

Our Talent Management strategy is focused on attracting, developing, and retaining diverse talent with deep science, engineering and commercial knowledge. For example, Corning’s Sullivan Park R&D Center in upstate New York is a destination for top scientific and engineering professionals in materials science, optical communications, display technologies and life sciences. Over 40 countries are represented at the center and 25% of the technical staff are ethnic, gender, and racial minorities.

These employees are also parents of children in the local schools who have an expectation of a strong STEM-based curriculum. Without such, talent retention can become a significant risk factor for the Corning R&D enterprise.

At Corning, we know our future depends on our ability to attract, develop and retain the best minds possible. Today, and for years to come, those with the strongest grasp of STEM will be the drivers of not only Corning, but the American economy as a whole.

Flint Water Study Demonstrates Breadth of STEM Applicability

 

Tonight Michigan Governor Rick Snyder will give his sixth “State of the State Address.”  In my opinion Gov. Snyder has done a great job during his time in office, however the recent water crisis in Flint, MI, a city about 70 miles North of Detroit, will prove to be a very negative mark on his otherwise great record.

While politicians are using this crisis as an opportunity for grandstanding and political posturing, the investigation into Flint’s water quality is worth sharing with students to show how important scientific research is to public health.

 

Led by Dr. Marc Edwards, a team of undergraduate, graduate, and post-doc researchers conducted the water quality experiments and brought the issue of Flint’s dangerous water to the attention of the media and the public.

The VT research team had four goals when conducting their study: “To support citizen scientists concerned about public health, by empowering Flint residents and stakeholders with independent information about their tap water”; “To study impacts of water age and current water quality on Flint’s water distribution systems as well as issues of elevated lead and opportunistic pathogens in premise plumbing”; to summarize and present the data collected; and develop an online repository for the data.  

The reason this research effort should be shown in schools is to show the breadth of applicability for STEM education and the practicality of that 4th grade science lesson on ground water.  Further, the research team has made their results and procedures public, allowing teachers to dissect what the team did right, and what they have done wrong.  (See full results here)

The water study can be used to show students how scientific research is funded and conducted outside of private businesses that are concerned about proprietary information.  Working in the automotive industry, most of the research occurring around me focuses on developing new products to reduce cost, or meet an unsatisfied consumer need.  

“Our work is being conducted with an open mind, and all our findings are backed by state-of-the-art analytical tools. We gratefully acknowledge the National Science Foundation’s* support for the following research grants: a) RAPID Response (CBET-1556258) grant and b) the Bridging the Gap Between Engineers and Society: Learning to Listen (EEC-1135328) grant.  These and discretionary funds from Professor Marc Edwards help support our efforts to advance scientific understanding at this important research frontier of environmental engineering-infrastructure degradation-public health. Most members of our team are doing undergraduate or graduate research on these same subjects.” 

Scientific research is important to public safety as we have clearly seen with this study, and when the politics of the situation dies down, hopefully it can be used as a great teaching tool for encouraging interest in STEM subjects.

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Need for STEM Education On Display at World Economic Forum Annual Meeting

In Davos, Switzerland, today the World Economic Forum released a report highlighting the importance of strong foundations in STEM subjects entitled “The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution.”


“The Fourth Industrial Revolution, which includes developments in previously disjointed fields such as artificial intelligence and machine-learning, robotics, nanotechnology, 3-D printing, and genetics and biotechnology, will cause widespread disruption not only to business models but also to labour markets over the next five years, with enormous change predicted in the skill sets needed to thrive in the new landscape.”


The report is the result of a survey of more than 350+ companies across various industries: Basic and Infrastructure; Consumer; Energy; Financial Services and Investors; Healthcare; Information and Communication Technology; Media, Entertainment and Information; Mobility; and Professional Services.


One of the major disruptors in the job market will be the industrial Internet of Things the report predicts.  Advancements in industrial technologies will be amplified as factories become more connected as companies seek to streamline their supply chains.  To bring the industrial Internet of Things to fruition, WEF expects transformation of manufacturing into a highly sophisticated sector where high-skilled engineers are in strong demand.


Continued advancement in manufacturing and industrial technology will lead to “strong employment growth across the Architecture and engineering and computer and mathematical job families, moderate decline in manufacturing and production roles, and a significant decline in office and administrative roles.”


The report also notes “Some cautious optimism is warranted due to increased manufacturing demand for advanced materials and comparatively favourable expectations around robotics, pointing to the latter’s potential for labour complementing productivity enhancement rather than pure job replacement.”


With the forecasted changes in labor markets, students around the world must begin to adjust their views on education.  Practical knowledge, if not applied quickly, will become obsolete given the rapid changes and advancements in technology.  Being competent in the theory behind the practical knowledge becomes very important when “nearly 50% of subject knowledge acquired during the first year of a four-year technical degree [is] outdated by the time students graduate.”  


Given the pace of change, futureproof subjects of study become an increasingly important foundation for a career.  For example once you understand the techniques and theory of statistics, data collection and analysis, the tools used to decode and visualize the data can be learned as often as they are introduced.  Continuing education is more important now than ever, making tools like MOOCs a powerful platform for constant learning without heavily impacting your wallet.  The report notes that “65% of children entering primary schools today will ultimately work in new job types and functions that currently don’t yet exist.”


STEMConnector’s Global STEM Talent Summit is aimed to spark high-level conversations from a demand and employer perspective that illustrate transformational STEM strategies and global best practices.  The 2016 summit is on April 28 in Washington, D.C. and promises to be an informational event to address the issues raised this week in Davos, Switzerland.


 

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Internet of Things

Key EdTech Start Ups in Online Learning

In 2006 a non-profit was founded by educator Salman Kahn, Kahn Academy.  Kahn Academy is globally recognized for their advancements in online, on dmeand tutoring.  Since the advent of Kahn Academy, and advancements in technology, on demand learning has become a heavily funded industry.  There are many Massive Open Online Course (MOOCs) platforms that have formed, but four companies lead the industry in technology and funding.

Coursera

"Coursera is an education platform that partners with top universities and organizations worldwide, to offer courses online for anyone to take."  Founded in 2012 by Andrew Ng and Daphne Koller, the Mountain View, CA organization is currently under the direction of Rick Levin (CEO).  Levin spent twenty years as president of Yale.  The platform offers classes from 140+ top universities and educational organizations, including: Yale University, Johns Hopkins University, University of Edinburgh, Peking University.  Courses are currently offered in English, Chinese, French, Russian, Spanish, Portuguese, Turkish, Ukrainian, German, Arabic, Italian, Japanese, Hebrew, Italian.  Users can access the courses via the web, iOS, or Android.  To date Coursera has recieved $146.1 million in funding.  

edX

EdX is a non-profit, open source provider of online courses.  Founded in 2012 by Harvard and MIT, edX boasts partnerships with 85 universities, non-profits, and institutions.  Notable partners include Harvard, MIT, UC Berkeley, the University of Texas, and Columbia University.  "Open edX is the open-source platform that powers edX courses and is freely available. With Open edX, educators and technologists can build learning tools and contribute new features to the platform, creating innovative solutions to benefit students everywhere," the company says.  The organization is led by CEO Anant Agarwal.  Agarwal has served as the director of CSAIL, MIT's Computer Science and Artificial Intelligence Laboratory, and is a professor of electrical engineering and computer science at MIT.

Udacity

Udacity partners with industry, primarily Silicon Valley giants such as Google, Facebook, MongoDB, Cloudera, etc., to produce online courses that teach skills employers need.  The company offers Nanodegree programs and credentials, designed so professionals become Web Developers, Data Analysts, Mobile Developers, etc.  Sebastian Thrun, a research professor at Stanford University, serves as the company's CEO.  Thrun was involved with the Google Glass project and the autonomous vehicle.  Udacity has recieved $160 million in funding since it was founded in 2011.

Udemy

Udemy is an online education platform with 35,000 courses from 19,000 instructors covering a broad range of subjects from "programming to yoga to photography."  Its mission is to help anyone learn anything.  In addition to offering courses to the general public, Udemy's platform offers companies the ability to create proprietary courses for their employees.  Udemy is one of the older providers of online course content, but recieved its latest round of funding in June of 2015 bringing the total to $113 million.  The company is led by CEO Dennis Yang.

 

 

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100 CIO/CTO Leaders in STEM- Dr. Krishna Mikkilineni, Senior Vice President, Engineering, Operations and IT at Honeywell

This blog series features senior corporate executive from the 100 CIO/CTO Leaders in STEM publication sharing their insights on business and innovation from a technology and information perspective. Today’s Leader is Dr. Krishna Mikkilineni, Senior Vice President, Engineering, Operations and IT at Honeywell.

 

Dr. Krishna Mikkilineni
Senior Vice President, Engineering, Operations
IT at Honeywell

Dr. Krishna Mikkilineni is Senior Vice President, Engineering, Operations and IT. He leads the Honeywell Operations and Technology Leadership Councils and oversees the effectiveness of the company’s research, development, engineering, supply chain, and operations, strengthening the ability to create differentiated products and solutions for our markets across the globe. Krishna is responsible for expanding the Honeywell Operating System (HOS), driving Velocity Product Development (VPD), and increasing dedication to quality and delivery throughout the organization. He also leads companywide adoption of HOS Gold, an end-to-end business system that institutionalizes the Honeywell Operating Model, and is intended to deliver and sustain exceptional growth along with productivity improvements. Krishna drives General Manager training for HOS Gold and the Honeywell User Experience, both critical focus areas of our fiveyear plan. More recently, he is enabling the company’s Information Technology (IT) function to leverage contemporary technologies, and create differentiated value and a better user experience for customers, businesses, suppliers, and employees. Since joining Honeywell more than two and a half decades ago, Krishna has been instrumental in leading globalization initiatives, establishing worldwide processes, successfully executing large-scale, multi-location projects, and leveraging talent in high growth regions to meet Honeywell product development needs. As the President of Honeywell Technology Solutions (HTS), he grew the organization to nearly 9,000 engineers across China, India, and Eastern Europe and established operations at SEI-CMMI Level 5, PCMM Level 5, AS9100, BS7799, ISO9001- 2000, and ISO14001 quality standards, among many other certifications. Krishna holds a bachelor of engineering degree in electronics and communications, and earned a Ph.D. in electrical and computer engineering from the University of Florida. He also has received a number of recognitions at Honeywell, including the Lund Award and the Senior Leadership Award, the company’s highest honor.

About Honeywell

Honeywell invents and manufactures technologies to address some of the world’s toughest challenges initiated by revolutionary macrotrends in science, technology and society. A Fortune 100 company, we create solutions to improve the quality of life of people around the globe: generating clean, healthy energy – and using it more efficiently; increasing our safety and security; enabling people around the world to connect, communicate, and collaborate; and equipping our customers to be even more productive. With more than 127,000 employees worldwide, including more than 22,000 engineers and scientists, we have an unrelenting commitment to quality and delivering results in everything we make and do.

Innovation in IT

The road to success is paved by innovation, and STEM education is key to the future of our nation. We must help prepare future generations to meet the challenges of an integrated world and develop new products and processes that can help us remain competitive.

Innovation in information technology is especially critical, and to reach our full potential, we need innovators in this area who will make a significant global impact. We need to make careers in technology interesting and desirable. While young people are some of the most prolific technology users, we find that not enough of them are choosing technology careers. Through our Honeywell Hometown Solutions STEM programs, we are trying to reverse that trend. We also partner with colleges, universities, and non-profit organizations to encourage students to pursue careers in information technology.

Honeywell has designed numerous programs to make STEM education interesting and fun, and to inspire students and teachers globally. Our innovative educational programs have delivered real results, touching the lives of thousands of future scientists, technology innovators, and engineers. The Honeywell programs I am most proud of are:

Honeywell Leadership Challenge Academy: This week-long event is available to high school children of employees where students have the opportunity to develop their STEM and leadership skills through science-oriented workshops, lectures and team exercises. Since 2010, more than 1,400 students from 47 countries and 37 U.S. states have participated.
Honeywell Educators at Space Academy: In partnership with the U.S. Space and Rocket Center, in Huntsville, Alabama, selected middle school math and science teachers participate in classroom, laboratory and training time, focused on science and space exploration. More than 2,300 teachers from 56 countries and 52 U.S. states and territories have graduated since 2004.
FMA Live!: Created by Honeywell and NASA, this award-winning hip hop science education program is designed to inspire middle school students to pursue studies in STEM. Since 2004, 425,000 students from more than 1,300 U.S. middle schools have participated in the program.
Honeywell Initiative for Science and Engineering: A global program that reaches universities in India, China, and other emerging regions through lectures with Nobel laureates. Students get one-on-one access to the laureates and Honeywell’s top engineers, allowing them to see how what they are studying today can impact the world. Honeywell has sponsored 43 Nobel laureate events since 2006.

To meet the challenges of the information economy driven world, government and business leaders must work together to re-emphasize the importance of learning both information and physical science. This combined learning can be imparted effectively through inter-disciplinary approaches rooted in core science and math fundamentals. This must be supported by developing and retaining a high-quality STEM teaching workforce.

We need to increase our commitment to strengthen American innovation and competitiveness through basic research in the sciences. This investment must be augmented with innovative educational techniques that blend physical and virtual tools to stimulate learning.

Most of all, we need to make education fun and interesting, applying design-thinking principles. We want young people to get inspired to innovate and create and Honeywell’s STEM programs do a great job in inspiring this kind of curiosity and interest in both students and teachers.

To ensure we inspire students globally to study science and math, we need committed, visionary teachers who are well equipped to guide them. With the right tools, they can return to their classrooms with a renewed strength to help and inspire students.

We can equip teachers with innovative cyber-physical tools and provide teaching aids, including experiential learning kits, internet-based Massive Open Online Curriculum (MOOC), and other teaching aids. Investing in these tools with a focus on creating a unique incentives to women and minorities can help them develop an advantage and pursue STEM with more confidence.

To ensure our future workforce is prepared to meet future challenges that sustain our industrial base, Honeywell created a series of STEM initiatives supported by Honeywell Hometown Solutions, our award-winning global approach to corporate citizenship and social responsibility. We build STEM programs that deliver results we can quantify by applying the same rigor and business tools we use in our business. These programs are delivered to multiple levels of education, from middle through graduate school. We also partner with many universities to support science and technology-based research and applications and internship programs.

To ensure our nation remains competitive, we must make a concerted effort to evolve STEM education continually, and invest in significant research, technology, and entrepreneurial initiatives. Our job is to inspire future generations of technologists and ensure the teachers who educate them have the right tools. Honeywell recognizes the importance of dedicating resources to share our passion for innovation and technology. We continue to support STEM education and make an impact in educating and connecting people to STEM issues. Honeywell’s future workforce relies on our collective ability to train and educate future technologists.

Explore ACT's The Condition of STEM 2015 Report During a Webinar on January 26th

This is a guest blog post from ACT

ACT invites you to a free webinar, “The Challenge of Filling the STEM Pipeline” to explore the findings from The Condition of STEM 2015 report. The webinar will be hosted by ACT Director of STEM Client Partnerships, Steve Triplett, and will take place at 11:00 a.m. (CST), on January 26, 2016. Sign up today to reserve your space!

This webinar will provide an analysis of the condition of STEM for the class of 2015, as well as offer a glimpse at the emerging educational pipeline. You will learn about the new STEM benchmark which is based on actual student success in college courses. In light of the results, ACT has issued a call to action to policymakers, educators, students, and parents, urging them to do their part to help improve educational outcomes and support college and career readiness for all students. Specific recommendations will be shared to help improve educational outcomes.

This webinar will be of interest to everyone involved in helping students prepare for success in higher education. K–12 teachers, counselors, and administrators can increase their understanding of the majors and occupations that are of interest to graduates and use this data to better inform current and future students on academic priorities. We look forward to sharing our research and insights with you. Sign up today.

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5 Reasons the North American International Auto Show Will Spark Interest in STEM

Industry events like the North American International Auto Show can go a long way in promoting STEM education initiatives.  Tonight is "Auto Prom" in Detroit, the NAIAS Charity Preview, an event that raises millions of dollars for charity every year.  NAIAS 2016 is underway at COBO Hall in Detroit from January 16-24, 2016.

Buick Avista
Buick Avista concept car at NAIAS 2016

5. Suppliers Are In Attendance

When students think of the automotive industry and engineering jobs they may only think of Ford, GM, Diamler, etc.  At NAIAS students can get exposed to many tier 1 suppliers and see all of the systems and components they produce.

Denso Display
Denso display at NAIAS 2016
Aisin Seiki display
Aisin Seiki display at NAIAS 2016

4. New Vehicle Technology is On Display

From the latest hybrid technology to the latest in airbag and crash safety features, students can get up close and personal.  Until you see all the moving parts up close, you really can't comprehend how many engineers are involved in a particular vehicle.

Mercedes Benz Plugin Hybrid Display
Mercedes Benz Plugin Hybrid Display at NAIAS 2016
Denso display at NAIAS 2016

3. Everything is Hands On

There are simulators galore, including the Ford Super Duty stewart platform vehicle simulator.  After living out the dream of being a "Professional driver on a closed course," you can investigate the math and physics behind stewart platforms.

Stewart platform simulator
Stewart platform simulator at NAIAS 2016

2. See What Moves High Performance Vehicles

The OEMs do a great job of pulling engines out of their super cars, putting them on display, and educating visitors on how the engines work.

Ford GT350R
Ford GT350R engine at NAIAS 2016
Cadillac CT6 Engine
Cadillac CT6 Engine at NAIAS 2016

1. Get Behind the Wheel of Your Dream Car

Are you a truck person?  Perhaps you want a sports car?  Whatever your dream car is, you can see it on display at the North American International Auto Show.

2016 Chevy Tahoe
2016 Chevy Tahoe at NAIAS 2016
Shelby Cobra GT350R
Behind the wheel of the Shelby Cobra GT350R at NAIAS 2016

Industry and academia need to continue their partnership to promote the importance of STEM education to young people.  STEMConnector's STEM Career Accelerator Day does just this.

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3, 2, 1, lift off! Students explore space with mISSion imaginaTIon

This is a press release from NASA and Texas Instruments

NASA and Texas Instruments team up to boost STEM education in the classroom and beyond

PR Newswire, DALLAS (January 14, 2016) | Pairing the endless possibilities of space exploration with the limitless opportunities of education, Texas Instruments (TI) (NASDAQ: TXN) and NASA are partnering to show students how science, technology, engineering and math (STEM) make feats like space exploration possible with mISSion imaginaTIon. The partnership and its programs aim to spur the imaginations of the next generation of scientists, engineers, explorers and innovators who are in today’s math and science classrooms.

Combining expertise, TI Education Technology and NASA have developed programs that promote STEM-focused lessons for students and teachers in middle and high school. Launching today, the mISSion imaginaTIon online quiz allows participants to see if they have what it takes for a year-long mission aboard the International Space Station. After discovering how ready they are to live in space, students can then put their STEM skills to the test with the mISSion imaginaTIon design challenge, which asks students to devise solutions to four space-related challenges.

“Imagination is the fuel that feeds progress and innovation,” said Peter Balyta, Ph.D., (@pbalyta), president of TI Education Technology. “Alongside NASA, we are excited to unleash student creativity as students explore how science, technology, engineering and math can solve future problems on earth, in space and beyond.”

The questions students are asked to solve reflect the challenges commander Scott Kelly and cosmonaut Mikhail Kornienko currently face as they participate in the first year-long mission aboard the station. Questions range from designing a plan for feeding astronauts to creating a waste-management system.

The winner of the challenge will receive a video chat with a NASA expert, a TI-Nspire™ CX graphing calculator and other fun prizes.

“If anything shows students how exciting STEM subjects can be, it’s astronauts spending a year in a space station, doing science experiments and demonstrating cutting-edge technology,” said Donald James, associate administrator for NASA’s Office of Education. “The year-long mission is an excellent opportunity to capture students’ attention and set them on a course to become the next generation of explorers.”

Through the four-year TI/NASA partnership, students and educators will learn more about the space station, which enables researchers from all over the world to work on innovative experiments that cannot be done anywhere else. Further programs launching in 2016 will train students on the realities of continuous occupation in space.

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100 CIO/CTO Leaders in STEM- Kathy McElligott , Executive Vice President, Chief Information Officer & Chief Technology Officer of McKesson Corporation

This blog series features senior corporate executive from the 100 CIO/CTO Leaders in STEM publication sharing their insights on business and innovation from a technology and information perspective. Today’s Leader is Kathy McElligott , Executive Vice President, Chief Information Officer & Chief Technology Officer of McKesson Corporation.

 

Kathy McElligott
EVP, CIO and CTO
McKesson Corporation

Kathy McElligott is Executive Vice President, Chief Information Officer and Chief Technology Officer of McKesson Corporation. As CIO, McElligott is responsible for all technology initiatives within the corporation. As CTO, McElligott guides the overall technology direction for the company’s healthcare technology products, and provides support and guidance for application development processes companywide.

Prior to McKesson, McElligott served as the CIO of Emerson, a St. Louis-based global manufacturing and technology company, where she managed the company’s information technology strategy and information security for its global operations, including hardware, software, and services, as well as its telecommunications and data center infrastructure. In her 15 years at Emerson, McElligott held a variety of executive positions including vice president of Information Technology for Emerson Industrial Automation and vice president of Information Technology for Emerson Power Transmission. Previously, McElligott spent 22 years with General Electric, holding multiple information systems leadership roles, ultimately becoming CIO of supply chain for GE Aircraft Engines.

McElligott was recently appointed to the board of directors at ArcBest, a publicly traded $2.6B freight transportation and logistics company and also serves as board member for Connections to Success, an organization that encourages disadvantaged men and women to achieve economic self-reliance. While in St. Louis, McElligott was a member of the board of trustees for Fontbonne University, the industry advisory council of Washington University and member on the St. Louis CIO Board. McElligott is also a member of the CIO Strategy Exchange, a small and selective multi-sponsor program for chief information officers from the most forward-looking companies.

McElligott holds a Bachelor of Science degree in computer science from Kent State University and a master’s degree in business management from Xavier University.

About McKesson

McKesson is in business for better health. As a company working with stakeholders across healthcare, we are charting a course toward a stronger, more sustainable healthcare system that delivers better care to patients in every setting. As the oldest and largest healthcare company in the nation, McKesson plays an integral role in healthcare and has a unique vision for its future.

We serve more than 50% of American hospitals, 20% of U.S. physicians and 96% of the top 25 health plans, and we deliver one-third of all medications used every day in North America. McKesson keeps the business of healthcare moving. Our distribution software, automation technology and business services help address the challenges healthcare organizations face today — and shape how they’ll overcome the new challenges of tomorrow. We connect people and organizations, are committed to higher quality and improved clinical outcomes, and help healthcare businesses run better. And that drives better patient health.

STEM in Healthcare

Every aspect of our lives has technology woven into it, and healthcare is no exception. In fact, the success of the healthcare industry is dependent on it. Healthcare professionals are able to research, detect, diagnose and more importantly, cure from the advances we’ve seen in technology. Likewise, patients are now able to review their medical records online, email doctors with non-urgent questions, video conference with a specialist across the world, and find out what genetic disorders they may carry with one blood test.  Technology is changing at a rapid pace and with it, we need leaders in STEM who will leverage these innovations and promote education in the fields that will shape healthcare and our world.

By 2020, it’s predicted that the United States needs an additional 5.6 million healthcare workers. 82 percent of those jobs will require postsecondary training and education, many of which fall into STEM curriculum. The healthcare industry needs medically trained professionals who understand and utilize technology to speed up diagnosis and improve outcomes as well as technically skilled individuals who will build these innovative solutions and analytical models.

In order to fulfill the roles of tomorrow, we will need to increase the population of students pursuing STEM degrees. Talent in these fields is already in short supply which, creates fierce competition across many industries.  Looking forward 5 to 10 years, the drought of this skilled talent will slow down our pace of innovation and impede our progress towards continuing improvements in the cost and quality of healthcare. 

Changing the trajectory requires inspiring a new generation of leaders and it starts in our schools. Educators and business leaders should collaborate to spark curiosity and interest in STEM with students at a very early age and continue to nurture that from grade school through high school and into college. 

Engaging with schools to act as a mentor, host workshops and promote co-op/intern opportunities for students are all great ways to help spotlight STEM careers and education for students. 

STEM at McKesson

The strategic value of technology at McKesson is what keeps our business moving forward and ensures we remain relevant to our customers and ultimately, patients. Our success relies on the collective talents of technical teams – engineers, developers, analysts, architects and data scientists to innovate and achieve our goals. There are many pressure points on healthcare today; doctors need to solve for better outcomes, hospitals discharging patients without regression, payers becoming more efficient and productive, all forcing technology to be front and center.

Since all of these individuals and organizations are our customers, technology plays an important role in our strategy.  Internally, we use technology and automation as part of our operational excellence focus to ensure that medicine and medical devices arrive reliably and precisely where and when they are required. We also provide a broad set of technology solutions designed to help lower the cost of healthcare, allow doctors to spend more time with their patients and collaborate with other medical professionals to provide exceptional patient care.   

Interoperability is a good example of collaborative partnerships and a major area of focus for our company, customers and patients. Without the information structures in place and the services to support it, we may miss insights and lose efficiencies in the healthcare practices. Providing a platform to make a patient’s  information visible across touchpoints (hospitals, doctors, clinics, patients, etc.) will ensure all of a patient’s health providers are working with a consistent and complete view of the individual. That is one way that McKesson is promoting better health.

My STEM Story

Technology was not on my radar when I started college. In fact, I selected my university based on their strength in photojournalism, in hope of becoming a National Geographic journalist. As luck would have it, I took a computer science class and ended up enjoying it so much, I changed my major. I found problem solving with technology to be engaging and challenging, while still feeding my need for creativity. That combination pulled me from my original focus and eventually landed me where I am today.

Had I not taken a computer science course, I may have never known my true passion. My accidental discovery causes me to promote the importance of technology and the impact it can make. While technology is very important, I also feel there are a few other helpful hints to share with those I mentor:

  1. Having technical skills is not enough. You need to know how to develop a business case, be able to clearly communicate to a non-technical audience the value of your proposal and then execute to complete your project.
  2. Step out of your comfort zone. I was lucky to have mentors that encouraged me to apply for positions that I may not have considered otherwise. I encourage others to seize opportunities that build on their strengths and also stretch themselves in areas they have not yet tackled.
  3. Have a vision of where you want to go.  If you have a defined goal, including where you want to be in your career in 5 or 10 years, your chances of reaching that goal are far higher than someone who has not developed a vision. That said, if you focus too much on the next promotion, you may miss out on other opportunities to grow, including some in your current position. 

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