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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 STEMConnector.org/100Diverse. 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 (www.michelinman.com) 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).
 
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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: https://www.billionoysterproject.org
 
BOP STEM C Project Director Samuel P. Janis:  sjanis@nyharbor.org
 
Pace University Principal Investigator/Dr. Lauren Birney:  lbirney@pace.edu
 
Pace University STEM Collaboratory:  http://pacestem.org
 
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. www.pace.edu.
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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 STEMConnector.org/100Diverse. 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
IBM

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.

Ocean scientists are invited to submit their entry to the 2015 Ocean 180 Video Challenge!

This is a press release from COSEE Florida

Sponsored by the Florida Center for Ocean Science Education Excellence (COSEE Florida) and funded through a grant from the National Science Foundation, the Ocean 180 Video Challenge is designed to encourage scientists to share their discoveries and excitement for research with the public.
 
To enter, ocean scientists of all career stages are invited to create a 3 minute video abstract that effectively communicates the findings and significance of published ocean science research to general audiences. Videos must be related to a scientific paper that the submitting scientist has published within the past five years.
 
A total of $9,000 in cash prizes will be awarded to the winning entries.
 
Submissions will be accepted until December 1, 2014 (11:59pm PST) using our online form: http://ocean180.org/for-scientists/video-abstract-submission.html 
 
Entries are initially screened and evaluated by a team of science and communication experts to determine the top ten finalists, but the winners are ultimately selected by student judges from 6th-8th grade classrooms around the world. Over 22,000 students in 16 countries will participate in evaluating the finalists this year, selecting the videos they feel best communicate the results and implications of the research.
 
This is a fantastic way to practice your communication skills and provides a significant opportunity to broaden the impact of research efforts.
 
Information, previous winners, and full contest guidelines can be found at http://ocean180.org. All questions may be directed to info@ocean180.org.
 
Who is eligible to submit an entry?
Ocean scientists of all career stages, including undergraduate and graduate students, are eligible to submit.  Entries can be submitted by individuals or teams.  Individual entrants or team leaders must be (1) a coauthor of the original published paper and (2) affiliated with a U.S.-based institution at the time of submission and/or a U.S. citizen. There are no restrictions on the affiliations and nationalities of the remaining team members.  There is no limit to the number of entries that may be submitted by a single scientist, but an individual entrant cannot submit more than one video entry per publication.
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Boys & Girls Clubs of America Releases White Paper on Advancing Underrepresented Youth in STEM during Out-of-School Time

This is a press release from Boys & Girls Clubs of America

White Paper Summarizes Key Insights from STEM Great Think Roundtable Discussion and Outlines BGCA's Position on Progressing STEM Education in Clubs Nationwide
 
ATLANTA, Oct. 2, 2014 (PRNewswire) | Boys & Girls Clubs of America (BGCA) released a white paper today on how out-of-school time (OST) providers can inspire more youth in science, technology, engineering and math (STEM) fields. Entitled "Advancing Underrepresented Youth in STEM During Out-of-School Time," the white paper summarizes key insights from BGCA's STEM Great Think, which convened more than 80 key stakeholders from higher education, government, corporations and nonprofit organizations at Oracle earlier this year.
 
According to statistics shared by experts at the event, STEM education is critical to the future success of young people as STEM jobs in the United States are expected to grow nearly twice as fast as other fields by 20181. Unfortunately, there is a shortage of both interested and adequately prepared K-12 students in STEM subjects, especially among minority youth and young women.
 
"The opportunity gap in STEM education is likely to widen unless organizations develop pathways for more underrepresented youth to succeed in STEM careers," said Jim Clark, president and CEO of BGCA. "Research has shown that out-of-school programs advance STEM knowledge and increase interest in these careers. OST providers like Boys & Girls Clubs have an opportunity and responsibility to help more young people, especially those who need us most, develop passion for and aptitude in STEM."
 
BGCA's STEM Great Think focused on the role that the OST environment-after school and summer-plays in closing the opportunity gap within STEM education. Roughly 8.4 million children participate in OST programs each year, many from populations that are underrepresented in STEM fields and careers2. In fact, African-American, Asian-American and Latino households are most likely to participate in OST STEM programs3, and girls attend after-school programs in equal numbers to boys4.
 
 
As discussed by the STEM Great Think participants, the white paper outlines how OST providers can inspire more underrepresented youth in becoming the innovators and problem-solvers of tomorrow:
  • Develop Strategic Partnerships Across the Youth Development Ecosystem – OST providers must step into their role as conveners-bringing together schools and educational institutions, corporations and government-to build greater capacity and support for innovative STEM programs.
  • Embrace the Identities of Digital Natives and Expand Access to Cutting-Edge Technology and Resources – OST providers must embrace the reality of today's young people, or digital natives, and curate the best available technologies that can be incorporated into programming and scaled to youth across the country. Such technologies include online videos, mobile applications, games, social media channels or 3-D printers.
  • Invite High-Skill STEM Volunteers and Experts to Become Part of the OST Community – High-skill STEM volunteers and experts could offer trainings to OST staff and serve as excellent youth mentors, showing them pathways to success.
 
In response to the key insights from the STEM Great Think participants, the white paper also outlines BGCA's position on advancing STEM education in Boys & Girls Clubs nationwide:
  • Introduce iSTEM – Called "iSTEM," BGCA's cross-disciplinary approach channels young people's natural curiosity into the design process inherent in the arts, empowering them to create new solutions to real-world challenges.
  • Leverage STEM-Related Content Providers – It is essential that Clubs connect with STEM-related content partners, and the content provided by partners must emphasize computational mastery since math is critical to success in STEM.
  • Change Young People's Relationship with Technology – BGCA seeks to encourage young people to analyze the challenges in their communities and create their own technologies and innovations to address them-becoming the makers and drivers of technology.
  • Develop an OST STEM Learning Framework – First, BGCA must create a STEM youth development approach that puts members on a continuous developmental journey from childhood to high school graduation. Second, Clubs can foster 21st century skills development through project-based learning.
  • Reimagine Club Spaces as "Centers of Innovation" – With support from partners, BGCA is reimagining Clubs spaces as "Centers of Innovation" to reflect an emphasis on innovation and creativity. Today's Clubs should infuse modern technology into every learning space.
  • Expand STEM Learning Over the Summer – There is a monumental opportunity to expand STEM learning over the summer, and BGCA's Summer Brain Gain program is one example of how Clubs are helping to close the opportunity gap in STEM among underrepresented youth.
Hosted by Oracle Chairman Jeffrey O. Henley and moderated by Retired President of Microsoft's Entertainment & Devices Division Robert J. Bach, the cross-sector STEM Great Think panel included Babette Allina, director of government relations, Rhode Island School of Design; Pat McCarthy, executive director, ExxonMobil Foundation; Dr. Michael Nettles, senior vice president of Policy Evaluation & Research Center, Educational Testing Service; and Dr. Damon A. Williams, senior vice president of Program, Training & Youth Development Services, BGCA. Supporting partners of the STEM Great Think included Comcast and NBCUniversal, Dell, Dow, Entertainment Software Association, ExxonMobil, Noyce Foundation, Oracle, Samsung, Symantec and Time Warner Cable. 
 
As a result of the STEM Great Think, BGCA will meet with its STEM Advisory Council to develop an outcome-driven plan for securing strategic partnerships that advance iSTEM education in the OST space. Feedback from STEM Great Think participants and all interested parties is encouraged at greatthink@bgca.org as BGCA seeks to engage more underrepresented youth in STEM and set them on the path to successful careers.
 
To read or download the STEM Great Think white paper, please visit greatfutures.org/greatthink.  
 
About Boys & Girls Clubs of America 
For more than 100 years, Boys & Girls Clubs of America (GreatFutures.org) has enabled young people most in need to achieve great futures as productive, caring, responsible citizens. Today, more than 4,100 Clubs serve nearly 4 million young people annually through Club membership and community outreach. Clubs are located in cities, towns, public housing and on Native lands throughout the country, and serve military families in BGCA-affiliated Youth Centers on U.S. military installations worldwide. They provide a safe place, caring adult mentors, fun, friendship, and high-impact youth development programs on a daily basis during critical non-school hours. Priority programs emphasize academic success, good character and citizenship, and healthy lifestyles. In a Harris Survey of alumni, 57 percent said the Club saved their lives. National headquarters are located in Atlanta. Learn more at http://www.bgca.org/facebook and http://bgca.org/twitter.
 
Sources:
  1. Source: My College Options, & STEMconnector. (2013, January 14). Where are the STEM Students? Retrieved from STEMconnector: http://www.stemconnector.org/sites/default/files/store/STEM-Students-STEM-Jobs-Executive-Summary.pdf
  2. Source: Krishnamurthi, A., Ballard, M. & Noam, G. (2014, July). Examining the impact of afterschool STEM programs. A paper commissioned by the Noyce Foundation. Retrieved from the Afterschool Alliance: http://www.afterschoolalliance.org/ExaminingtheImpactofAfterschoolSTEMPrograms.pdf
  3. Source: Change the Equation. (2012). STEM Help Wanted. Retrieved from Change the Equation: http://changetheequation.org/sites/default/files/CTEq_VitalSigns_Supply%20(2).pdf
  4. Source: Source: Krishnamurthi, A., Ballard, M. & Noam, G. (2014, July). Examining the impact of afterschool STEM programs. A paper commissioned by the Noyce Foundation. Retrieved from the Afterschool Alliance: http://www.afterschoolalliance.org/ExaminingtheImpactofAfterschoolSTEMPrograms.pdf

 

100 Diverse Corporate Leaders in STEM - Mike Bauza of Wal-Mart Stores, Inc.

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 STEMConnector.org/100Diverse. Follow the conversation on Social Media using #100STEMLeaders. Today's Diverse Corporate Leader is Mike Bauza, Vice President and Chief Information Officer, LATAM at Wal-Mart Stores, Inc.

Mike Bauza, Walmart
Mike Bauza
Vice President and Chief Information Officer, LATAM
Wal-Mart Stores, Inc.

Mike Bauza is Vice President and Chief Information Officer for LATAM. Previously, he was Vice President of Quality Assurance and Operations for Walmart ISD. He joined Walmart in 2007 as Director of Distribution Systems. Since joining the company, he also has served as Senior Director of ISD Remote Sourcing and Vendor Management Office. Mike was promoted to Vice President of ISD International in 2008. Prior to joining Walmart, Mike was Vice President of Cable and Broadband Services at The Management Network Group (TMNG). He also held the position of Vice President of Software Development and Program Management for the Convergys Corporation. Mike also served in the United States Air Force.

About Wal-Mart Stores, Inc.

Wal-Mart Stores, Inc. (NYSE: WMT) helps people around the world save money and live better anytime and anywhere -- in retail stores, online, and through their mobile devices. Each week, more than 245 million customers and members visit our almost 11,000 stores under 71 banners in 27 countries and ecommerce websites in 10 countries. With fiscal year 2014 sales of over $473 billion, Walmart employs more than 2 million associates worldwide. Walmart continues to be a leader in sustainability, corporate philanthropy and employment opportunity. By operating globally and giving back locally, Walmart is uniquely positioned to address the needs of the communities it serves and make a significant social impact within its core areas of giving: Hunger Relief & Healthy Eating, Sustainability, Career Opportunity and Women’s Economic Empowerment. Walmart and the Walmart Foundation are leading the fight against hunger in the United States with a $2 billion commitment through 2015. 

Mike on Diversity and STEM

How do we encourage students to continue their study of STEM subjects, particularly women and underrepresented minorities?

To have a meaningful impact on encouraging students to continue in STEM areas of study, I believe we must engage with them as early as possible. In 2009, Walmart established a program called "Mi Futuro" (My Future), focused on convincing primarily Hispanic students that regardless of their background, a great future of accomplishment is possible through education and hard work. We started at the eighth-grade level by visiting and mentoring students at a number of local middle schools and challenged these students to stay in school and to dream big. Companies everywhere can benefit by doing more of this type of work with STEM initiatives to help underrepresented students see the possibilities of their future STEM careers as well. In the same way that students dream about being a doctor, nurse, veterinarian or police, we need to inspire students this across the county so that can visualize themselves in STEM roles in the future. Many minority students don't have the visibility and clarity of understanding about the possibilities of a career beyond what they see at home or in their neighborhoods. Getting and keeping these students excited about science, technology, engineering and math, and about the possibilities of a better life, can be a fantastic motivator, and allow them to hold onto their dream.

What traits do corporate leaders need to effectively support and advance STEM education today?

STEM education is something that company leaders must truly be engaged in and committed to supporting and advancing. Many leaders are overwhelmed about how long the pay-off takes for the time they invest, but if we don’t start making short-term and long-term plans immediately, the supply of STEM talent will never get any better. The reality is that today's business environment demands so much time and commitment from everyone in an organization. By committing ourselves and being purposeful about blocking off time on our calendars to visit schools, talk with young students and mentor junior associates, we can change the STEM talent equation. I think the most exciting things about STEM roles at Walmart is that it’s one of the few places in the world where one person can join a company and come up with an idea that can affect millions of people at a time. It is vitally important to continually share our experiences and stories with students and open their eyes to the many career possibilities in STEM professions.

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

At Walmart, we have significant engagement and commitments by our leaders to infuse diversity into our STEM initiatives. We know the best talent is highly capable, collaborative and diverse. As part of our talent development program, we have been intentional about working with schools and universities to support and encourage diverse students to pursue careers in STEM. Engagement for STEM initiatives spans across all leadership levels in our organization.  We recognize that Walmart is making America stronger with STEM jobs. With our veterans initiatives, we are hiring returning veterans with STEM skills. We’re also creating opportunities for our store and club associates to be retrained for STEM-related careers. At the very least, we are happy that associates will leave Walmart with more skills and knowledge than when they first joined the company, and we’re proud to invest in STEM education to keep America competitive. With over 2.2 million associates at Walmart, we have almost every STEM job there is – from jobs in our IT and e-commerce areas, to pilots, construction engineers and those who lead our energy-efficient technology efforts.

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

I am a mentor in our organization and have always found it to be one of the most fulfilling parts of my responsibilities.  Early in my career, I had the pleasure of having many great mentors and I feel it is my responsibility and obligation to help others the same way my mentors added to my life and career. I try to make sure that the time invested with a mentee has a specific objective or set of objectives, so that there is clear growth in the areas they have personally identified. Typically, the conversation is based on a specific element of their development plan, which they thoughtfully put together. I believe there is a responsibility for both mentees and from me as a mentor, to prepare for the dialogue. Sometimes there is a list of actions that will require follow up, and other times it is simply discussing a topic and helping them with a well-rounded and objective view on a difficult subject. The best mentor meetings are those when everyone is fully present and not distracted during these important investments of time. I’m proud that Walmart puts an emphasis on mentorship since it truly can be life changing and is a very valuable investment of time for everyone involved.

What counsel would you provide about "collaborating to achieve success" in STEM education and the workforce?

In today’s work environment, very little gets achieved today without collaboration. We are seeing a dramatic shift in the way work is done across the globe. The work environment is mobile, flexible and uses the most contemporary tools. Technology projects require that small teams of talented professionals work together as teams in an accelerated fashion to deliver value to the business.  The members of these teams must have strong technical skills as well as the ability to work with others. The same is true of collaborating with STEM education and the workforce. We have to continue to share best practices, as well as failures, so we can learn along with other companies to achieve our shared STEM goals. At Walmart, we’re investing in STEM to keep America competitive and we’re making a big impact locally and around the world in helping people and communities live better lives.

Making the Future Grant and Scholarship Program From Cognizant

Making the Future Grant and Scholarship Program From Cognizant

Making the Future Program Grant:
Cognizant has opened up the 2015 grant application period for Making the Future Afterschool and Summer programs. Child-serving U.S. non-profit organizations wishing to run after-school, in-school, and summer Maker programs can apply from October 1 through November 15, 2014. Programs must support the program’s mission, which is to inspire young learners in the STEM disciplines by providing fun, hands-on learning opportunities. Visit http://www.cognizant.com/makingthefuture to download the grant application.

Making the Future Scholarship:
Are you a Maker?  Attending college?

Announcing Cognizant’s Making the Future college scholarship program.  This is a design-based scholarship and candidates will be required to submit a 3-minute video of a hands-on project that illustrates both creativity and innovation.  The New York Hall of Science will serve as the Chair of the Selection Committee which will also include the Maker Education Initiative, Cognizant and other organizations that support making initiatives. The top 20 projects will each be awarded a $5000 college scholarship.
 
To access the application and scholarship guidelines including the project specifications visit Cognizant Technology Solutions at: http://www.cognizant.com/makingthefuture. The deadline is March 31, 2015.
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Alcoa Foundation and Discovery Education Host Virtual Field Trip for Classrooms Nationwide

This is a press release from Alcoa Foundation and Discovery Education

Silver Spring, Md., Sept. 29, 2014 | Alcoa Foundation, one of the largest corporate foundations in the U.S., and Discovery Education, the leading provider of digital content and professional development for K-12 classrooms, will celebrate National Manufacturing Day on October 3, 2014, with an interactive virtual field trip. The Manufacture Your Future LIVE Virtual Field Trip will be hosted from an Alcoa facility as part of Alcoa Foundation and Discovery Education’s overall “Manufacture Your Future” program, which provides middle and high school students with an inside look at careers in advanced manufacturing.

The Manufacture Your Future LIVE Virtual Field Trip will occur at a high-tech aluminum manufacturing facility, which has produced lightweight metal and other materials for every American space vehicle, helping to make many milestones possible, including the first moon landing. During the Virtual Field Trip, students will have the exclusive opportunity to tour Alcoa’s Davenport facility to see how products for major aircrafts are manufactured, including the wings of Air Force One. The tour will also showcase the company’s new revolutionary Auto Treatment Line, which enables mass production of aluminum for cars—a growing trend in reducing vehicle weight for increased fuel efficiency.

“Giving students the opportunity to look inside a facility makes manufacturing come to life,” said Mark Case, teacher at Southern Guilford High School, Guilford County Schools, NC. “An event like this creates a stronger impression than getting the information from a textbook. Students can see how information we provide in the classroom translates into a career path.”

“According to The Manufacturing Institute, more than one in seven U.S. private sector jobs depend on the U.S. manufacturing base,” said Esra Ozer, President, Alcoa Foundation.  “We are thrilled to showcase several of these jobs, which are held by talented members of Alcoa’s Davenport team -- a Metallurgical Engineer, Electrical Engineer and Process Specialist.  Their passion and enthusiasm for their manufacturing careers will be inspiring fortomorrow’s workforce.”

In addition to the virtual field trip, Alcoa Foundation and Discovery Education’s Manufacture Your Future program provides middle and high school educators, guidance counselors, students and families with a comprehensive online site that includes hands-on resources to build excitement around post-secondary manufacturing career opportunities. Manufacture Your Future encourages the development of critical thinking skills through real-world application, offers dynamic standards-based, Science Technology Engineering and Math-focused lesson plans, career guides, family discussion starters and other online resources that provide insight into today’s advanced manufacturing careers and highlight the crucial role that manufacturing plays in day-to-day life. Hope Street Group, The Manufacturing Institute, and SME Education Foundation provided expertise.

For more information about the virtual field trip or Manufacture Your Future’s program and free resources, visit: www.manufactureyourfuture.com.

About Discovery Education

Discovery Education is the global leader in standards-based digital content and professional development for K-12, transforming teaching and learning with award-winning digital textbooks, multimedia content that supports the implementation of Common Core, professional development, assessment tools, and the largest professional learning community of its kind.  Available in over half of all U.S. schools and primary schools in England, community colleges and in 50 countries around the world, Discovery Education partners with districts, states and like-minded organizations to captivate students, empower teachers, and transform classrooms with customized solutions that accelerate academic achievement. Discovery Education is powered by Discovery Communications (NASDAQ: DISCA, DISCB, DISCK), the number one nonfiction media company in the world. Explore the future of education at www.discoveryeducation.com.

About Alcoa Foundation

Alcoa Foundation is one of the largest corporate foundations in the U.S., with assets of approximately $470 million. Founded 62 years ago, Alcoa Foundation has invested more than $590 million. In 2013, Alcoa Foundation contributed more than $22 million to nonprofit organizations throughout the world, building innovative partnerships to improve the environment and educate tomorrow's leaders for careers in manufacturing and engineering. The work of Alcoa Foundation is further enhanced by Alcoa's thousands of employee volunteers who share their talents and time to make a difference in the communities where Alcoa operates. Through the Company's signature Month of Service program, in 2013, a record 62 percent of Alcoa employees took part in nearly 1,300 events across 24 countries, benefiting more than 505,000 people and 1,900 nonprofit organizations. For more information, visit www.alcoafoundation.comand follow @AlcoaFoundation on Twitter.

About Alcoa

A global leader in lightweight metals technology, engineering and manufacturing, Alcoa innovates multi-material solutions that advance our world. Our technologies enhance transportation, from automotive and commercial transport to air and space travel, and improve industrial and consumer electronics products. We enable smart buildings, sustainable food and beverage packaging, high-performance defense vehicles across air, land and sea, deeper oil and gas drilling and more efficient power generation. We pioneered the aluminum industry over 125 years ago, and today, our 60,000 people in 30 countries deliver value-add products made of titanium, nickel and aluminum, and produce best-in-class bauxite, alumina and primary aluminum products. For more information, visit www.alcoa.com, follow @Alcoa on Twitter at www.twitter.com/Alcoa and follow us on Facebook atwww.facebook.com/Alcoa.

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100 Diverse Corporate Leaders in STEM - Surya Kant of Tata Consultancy Services

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 STEMConnector.org/100Diverse. Follow the conversation on Social Media using #100STEMLeaders. Today's Diverse Corporate Leader is Surya Kant, President, North America, UK and Europe at Tata Consultancy Services.

Surya Kant, TCS
Surya Kant
President, North America, UK and Europe
Tata Consultancy Services

In a career spanning more than 30 years, Surya (“Sury") Kant has made a significant contribution to the growth of the global software industry and Tata Consultancy Services (TCS), one of the largest IT services, consulting and business solutions organizations in the world. In his current role as President for North America, UK and Europe (regions that account for more than 75% of the company’s global revenues), Sury is responsible for overseeing and strengthening customer relationships and revenues across TCS’ largest markets, and plays a key role in expanding the company’s range of technology and service offerings. Highlights of his longstanding and distinguished tenure at TCS include establishing the presence of the Indian software industry in Japan in 1987, leading UK operations in the ‘90s while recording substantial growth and visibility for the organization, and serving as the Head of Operations in North India until 2005. 

Sury is actively connected with various social causes, most notably playing a leading role in the US supporting STEM education and careers – particularly for women and minorities – through prominent partnerships with the likes of STEMConnector, US2020 and NPower. Sury received his Bachelor’s degree in Electrical Engineering with a specialization in Electronics from Delhi College of Engineering in 1976, and his Master’s degree in Electrical Engineering with a specialization in Computer Technology from IIT Delhi in 1978. On both occasions, he finished at top of his class. Sury also speaks several languages, including Japanese.

About Tata Consultancy Services

Tata Consultancy Services is a leading global IT servicesconsulting and business solutions organization that offers a consulting-led, integrated portfolio of services, delivered through its unique Global Network Delivery Model™. TCS is deeply vested in socially responsible practices and STEM initiatives that enable students, underserved minorities and girls access to computer science programs and technology careers. In North America, our STEM initiatives include TCS’ goIT program and partnerships with STEM 2.0, US2020, Million Women Mentors, NCWIT, and Teach For America (TFA).

TCS has over 305,000 of the world’s best-trained consultants in 46 countries representing 119 nationalities, of which 32.7% are women. The company generated consolidated revenues of US $13.4 billion for year ended March 31, 2014 and is listed on the National Stock Exchange and Bombay Stock Exchange in India.

Surya on Diversity and STEM

How do you believe STEM education can improve a nation's competitiveness?

For any nation to become and remain a major player on the world stage, its students today must have a solid foundation in STEM and be fluent in the technologies that will power the global economy of the 21st Century. Businesses must also have employees who are experts in digital disruptive forces and able to innovate and compete with their global counterparts. The demand for skilled technology talent in the U.S. will continue to increase for the foreseeable future, and these jobs will include all sectors, from banking, financial services and manufacturing, to retail, insurance, and agriculture. We must inculcate new critical capability platforms such as digital fluency, innovation excellence, employability skills, and hard skills in order to prepare our future thinkers, leaders, entrepreneurs, and workers. TCS is proud to support STEM 2.0, a cross sector initiative to prepare students for future STEM jobs, and is leading efforts towards digital fluency of tomorrow’s workforce.

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

Policy makers, educators and businesses all have a stake in nurturing next generation students, but in a rapidly evolving discipline like computer science (CS), often companies have the clearest view into the most disruptive, emerging technologies. For example, TCS recently hosted a Computer Science Education Roundtable, which brought together business executives, government officials, educators, national agencies, non-profits, and thought leaders to examine how communities are advancing CS education by providing new ways to create a digitally fluent workforce.

We work closely with the White House OSTP to improve access to computer science education for students, especially girls, minorities and underprivileged youth. We are also supporting the US Chamber of Commerce Foundation’s Talent Pipeline Management initiative that looks at innovative ways for public-private partnerships to close the skills gap. At a grassroots level, we recently collaborated with Teach for America (TFA) on a pilot program where our employees worked alongside TFA faculty to teach a programming language to local NYC public school students. We are also working with the National Center for Women & Information Technology (NCWIT) on their goal to introduce computing to 10,000 girls in the next three years. These partnerships ensure that our educational curriculum can iterate as quickly as the industry evolves, adequately preparing students.

What STEM initiative supported by TCS make you most proud?

STEM education is very important to me personally. It is our responsibility as a company and as individuals to give back to the communities where we work and Iive. To address the growing skills gap in STEM fields for middle and high school students, we created our goIT student technology awareness program in Ohio six years ago. Students involved in the program participate in computer science career awareness workshops and a hands-on technical summer camp aimed at developing students’ interest and proficiency in technology. goIT has so far engaged more than 7,000 students across 35 school districts, with promising results: 70 percent of participants reported an increase of interest in STEM, and goIT schools reported a 27 percent increase in high school students choosing STEM majors in college.  And this year, the program has expanded to 11 cities across United States, and launching in Toronto Canada this fall. This year alone we have reached over 475 new students from 11 cities and trained over 200 new employee volunteers, resulting in over 6,500 hours of high-impact skill building, and CS programming for underserved groups, minorities and girls.

How do we encourage students to continue their study of STEM subjects, particularly women and underrepresented minorities?

At TCS, we believe that a diverse work environment generates the most innovative solutions and that mentorship is a necessary tool to support minorities as they pursue their career aspirations. For example, through our partnership with STEMconnector, TCS is working closely with Million Women Mentors to mobilize one million women and men to serve as STEM mentors by 2018. Likewise, through our partnership with US2020, TCS is working to mobilize one million industry professionals to serve as mentors for underprivileged students from ethnic minorities.. By developing the digital platforms for MWM and US2020, we are committed to building a national infrastructure for mentoring and industry engagement for STEM education and careers.

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