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.

100 CIO/CTO Leaders in STEM- Justin Kershaw, Chief Information Officer at Cargill

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 Justin Kershaw, Chief Information Officer at Cargill. 

 

Justin Kershaw
Chief Information Officer
Cargill

Justin Kershaw became Cargill’s CIO in June 2015.  As Cargill’s CIO, he is responsible for all aspects of information technology across one of the world’s largest privately-held and family-owned companies with operations in 67 countries and revenues in excess of $120 billion a year.

Prior to being elevated to CIO for the entire company, Kershaw joined Cargill in 2012 to serve as CIO for Cargill’s Food Ingredients Systems platform serving some 27 business units with combined annual revenues in excess of $35 billion.

Before joining Cargill, Kershaw worked at Eaton Corporation, a multinational power management company, where at first he served as VP and CIO for its Fluid Power Group and then as SVP and CIO of Eaton’s Industrial Sector. In these roles he was responsible for all aspects of information technology global strategy, organizational capability, talent and modernization of operations via improved information systems.

Prior to joining Eaton, Kershaw was CIO for W. L. Gore and Associates, Inc. (the makers of Gore-Tex), where he led the transformation and optimization of operations through a global modernization of information technology, enterprise resource planning (ERP) and operational systems. He was also a successful business development leader for Gore’s high-speed inner connect business commercializing product for the super computer and high performance computing markets.

Prior to W.L. Gore, he worked for F. Schumacher as director of Information Technology, and he for nine years as a system engineer, software system engineering manager and associate chief engineer at General Electric’s Military and Data Systems Division.

He holds a Bachelor’s Degree in Economics from La Salle University in Philadelphia, Pennsylvania.

About Cargill

Cargill provides food, agriculture, financial and industrial products and services to the world. Together with farmers, customers, governments and communities, it helps people thrive by applying its innovations, its insights, and 150 years of experience. Cargill has 153,000 employees in 67 countries that are committed to feeding the world in a responsible way, reducing its environmental impact and improving the communities where it operates.

Cargill Inspires 

This year marks Cargill’s 150th year of helping the world thrive.  At Cargill we are committed to helping and inspiring the next generation of young scientists and engineers and then identifying a select, highly talented few to help us serve the company’s noble purpose to be the world leader in nourishing people. 

As we see it, it is not just about us.  It is about our collective future as a people. 

That is why we have developed a number of dynamic relationships and support programs that help students build skills in science, technology, engineering and mathematics, and partner with higher education to support programs focused on food safety, food security, agriculture and the environment. 

Over the last five years we have contributed over $50 million globally to schools and educational programs to benefit the next generation of talent. Here are a just a few

European Federation of Food Science and Technology – Since 2010, we have supported the European Federation of Food Science and Technology student of the year project. Each year six finalists receive recognition and their own research projects and get an opportunity to interact with our top food scientists at our R&D center in Vilvoorde, Belgium. The visit allows young scientists to test their theories using our state of the art equipment, as well as to engage in debate and discussions with their more experienced colleagues.

Future Farmers of America (FFA) – For 50 years Cargill has supported youth leadership development through FFA.  Cargill employees and locations support local chapter efforts, state programming and offer expertise and mentoring to students interested in food science, agricultural science and STEM disciplines.

Gender Equality in STEM – to address the need for more women in STEM roles several of Cargill’s European businesses have developed efforts.  Cargill’s Starches and Sweeteners business in Manchester, England have had teenagers from British secondary schools work with plant engineering teams to develop problem-solving skills. And female students from three secondary schools near Cargill’s Bergen Op Zoom operations have studied with Cargill employees to learn how flour milling has been revolutionized over the last two centuries.

Higher Education Partnerships – In order to build access to some of the best minds in agriculture and food science and develop talent for the future, Cargill has long established efforts at a number of leading universities.  Current efforts include support of special programs in agriculture, science, technology and economics at Stanford University, JeJu University (China), Nanyang Technological University (Singapore), Para Federal University (Brazil), Iowa State University, Kansas State University and the University of Minnesota. The company recently partnered with Kansas State to build the Cargill Center for Feed Safety Research.

Science Without Border – developed a program with Brazil to educate and train Brazilian STEM college students going to school in the US. Students studying food science, chemical engineering, mechanical engineering from a dozen universities were given summer jobs in R&D and plant operations at various Cargill sites.

Engineering Is Elementary (EIE) – Created by the Museum of Science in Boston to introduce engineering and technological concepts and career paths to children in grades 1 through 5.  The story book based curriculum covers all facets of engineering – environmental, mechanical, civil, industrial, acoustical, agricultural bioengineering, electrical, chemical, geotechnical aerospace and oceanic – and the stories begin with a child faced with an engineering dilemma. This curriculum is now used in all 50 states and nearly 3,000 schools. A study of the program shows that EIE students were significantly more likely to want to be engineers and more likely to say science and engineering make “people’s lives better”.

Project Lead The Way – Cargill partners with Project Lead the Way (PLTW), which is focuses on bringing STEM education to middle and high school students. Specifically Cargill supports PLTW’s Gateway to Technology© program, which provides an engineering-focused curriculum to middle school students, and the Pathway to Engineering© program, a four-year high school program taught in conjunction with college preparatory mathematics and science courses that gives students hands-on knowledge of engineering concepts, design and problem-solving. A study of the program shows that PLTW alumni are five times more likely to graduate from college with a STEM degree than students who are not in the program, have higher GPAs than peers in their freshman year of college, and have higher college retention rates.

4-H – Cargill and the National 4-H Council have co-created 4-H Science, Engineering and Technology (SET) Clubs, a comprehensive science program engaging more than 600 local youth and Cargill employees in Indiana, Iowa, Kansas, Missouri and Nebraska. From summer food science camps in Kansas to robotics clubs in Missouri and Iowa, these initiatives are reaching thousands of young people.

Alliance for YOUth – an extension of the “Nestle’s Needs Youth Initiative,” this effort is focused on offering internships, apprenticeships and skills training to respond to high unemployment among European youth. Cargill’s participation centers on internships in STEM-related areas.

Bright Crop – An effort in the United Kingdom, this program promotes careers in agriculture and food science through visits with employee ambassadors serving as STEM ambassadors in schools.

Calling all Women Innovators to the Microsoft Innovation Challenge!

Many corporations have challenges that require creative solutions which may not be solved through traditional means. Corporations need to expand their reach and encourage a culture of collaboration.

The solution: The Microsoft Innovation Challenges approaches problem solving by using the network to tap into communications flow within diverse communities, both in business and education. In general, the mindset is that innovation comes from where you least expect it; so you must look everywhere for it. The success of this approach has been corroborated by research by the Harvard Business School and the Berkely Haas School of Business, which has also shown the problems are solved from someone in an unrelated field-which is unbiased and unconventional. 

The Benefit: The methodology provides corporations with a structured process for engaging with diverse businesses and educational institutions to find solutions for some of its challenging problems & find new innovation.

Head to STEAM-innovators.org or e-mail rohena@nichemktg.com for more information. The deadline for proposals is March 20, 2016.

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100 CIO/CTO Leaders in STEM- Cynthia Stoddard, Senior Vice President and Chief Technology Officer of Customer Solutions at NetApp

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 Cynthia Stoddard, Senior Vice President and Chief Technology Officer of Customer Solutions at NetApp.

 

Cynthia Stoddard
Senior Vice President and Chief Technology Officer & Customer Solutions
NetApp

As CTO, she is responsible for leading the end-to-end execution of NetApp clustered Data ONTAP adoption for current and prospective customers while being NetApp’s number-one customer advocate. She is the executive sponsor of the NetApp on NetApp and Customer-1 initiatives, both designed to share IT’s experiences using NetApp technologies and to enable NetApp customers to succeed.

In her previous role, Cynthia was the chief information officer (CIO) at NetApp. Since she became CIO, in 2012, she evolved IT to deliver business value beyond traditional boundaries by focusing on innovation, service delivery, and strategic partnerships. While CIO, Cynthia won the 2014 Computerworld Premier 100 IT Leaders Award and was twice named to the Huffington Post’s Top 100 Most Social CIOs. Under her leadership, NetApp IT was recognized in the Information Week 500 (in 2012 and 2013) and the Information Elite 100 (2014).

Cynthia has over 25 years of business experience providing IT expertise leading large global organizations in supply chain, retail, and technology companies. Before joining NetApp, she was group vice president of IT at Safeway, Inc.  Other positions she has held include group CIO for NOL Group, the parent of APL Ltd.; as well as executive roles in other global transportation companies.

Cynthia holds a bachelor of science degree in accounting from Western New England University, from which she graduated cum laude, and an MBA from Marylhurst University.

Leading organizations worldwide count on NetApp for software, systems and services to manage and store their data. NetApp believes science, technology, engineering and math (STEM) skills are becoming more important for every type of job in the workforce and are vital for our future.

About NetApp

NetApp is investing to help students and professionals understand not only today’s evolving IT environments but also how STEM is shapes our everyday experiences. Therefore, in addition to some of its own programs—NetApp University, Women in Technology Group, NetApp Certified Storage Associates certification (NCSA)—NetApp continually partners with external organizations including the Anita Borg Institute,  National Center for Women & Information Technology, Veterans organizations and universities across the U.S.   Through these programs and partnerships, NetApp helps deliver the next generation of products, services, and solutions.

Bridging the “Cool” Gap

Millions of girls around our country constantly try to fit in. Whether it’s in the classroom or in the hallways, girls struggle to understand where they fit in the gap between being a smart kid and being a cool kid. 

Where did we get the idea that being a smart girl means that you’re a nerd or worse, that being a smart girl isn’t cool?

According to engineeringdegree.net, only 12% of engineering students are women and only 20% of women who received a math or science degree actually work in their field of study. Given the scarcity of female role models, the peer pressure to be cool, and the notion that math and science are traditionally “male” fields, it’s easy to see why girls lose interest in science, technology, engineering, and math (STEM) opportunities.

Why does this belief start so early?

When girls are very young, most are fearless when it comes to learning. Consider something as simple as learning to walk. When taking that first step, toddlers hear parents’ encouragement and support. They are empowered to keep trying, even if they fall down. When they learn to count by 10s, build a pyramid with blocks, or discover a faster way to play on an iPad®, the same holds true. Kids—including girls—have boundless creativity and are excited about what they do.

Research shows that to keep girls interested in STEM, we must preserve the same determination found in early childhood. We have to influence all children to bridge the gap and make geeky cool.

Here are four important things I believe we can do today to change the current paradigm:

Catch them while they are young.

Little girls are naturally very eager to learn about science, technology, engineering, and math. This interest and passion must be nurtured. We can start by showing young girls all of the exciting possibilities of STEM and then convince them that they can learn and do anything if they work hard enough. Too often, girls are not encouraged to develop the confidence they need to continue in higher-level math and science courses in high school.

Also, it’s important to tell young girls about the different STEM careers that stretch beyond the data center and the laboratory. STEM career options encompass all types of cool jobs, such as being a zookeeper, a meteorologist, a doctor, a crime scene investigator, and even a baseball statistician who helps scouts judge talent.

Make STEM a hands-on learning experience.

In my experience, children and young adults like to solve problems. What is more, finding a solution to a problem builds confidence, and it also encourages exploration. With this in mind, I am a firm believer that we need to provide hands-on STEM learning in addition to standard textbooks. STEM students should be given opportunities to explore with their hands, whether it be participating in an engineering design process, building a video game, or studying water usage at their school. These types of projects can help improve critical thinking, communication, and collaboration skills.

As a high school student, I used my skills to design mouse mazes for science fair competitions. We used complex algorithms to calculate how the different shapes slowed a mouse down. It was challenging, fun, and cool. And I was able to become more confident in my skills by demonstrating them to others.

Say “Math is cool.”

I’ve always loved math for as long as I can remember. Early in my childhood and throughout my career, math has helped me solve problems. If solving a math equation was challenging, my teachers taught me to keep trying. I learned early on that my math skills improved with repeated practice. And with practice my overall disciple and critical-thinking skills also improved. This helped set me on a path to the cool world of STEM. 

Be a mentor and a role model.

It’s incumbent on those of us in STEM careers to be active as role models and mentors and to talk with young girls who love STEM disciplines but might be afraid to show it. We need to tell them that it’s cool to be good at science and math. We need to show the possibilities to girls who believe that they aren’t naturally good at STEM disciplines. By sharing our experiences, lessons learned, and mistakes, we can help develop future talent and learn something about ourselves at the same time.

Personally, one lesson I like sharing as a mentor is that success comes from hard work, preparation, and self-confidence—not just intelligence. No one should tell us that we’ll fail or aren’t good enough or that someone can do it better than we can. If someone does, I say it’s an opportunity to prove that person wrong.

100 CIO/CTO Leaders in STEM- Kimberly Stevenson, Corporate Vice President and Chief Information Officer of Intel 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 Kimberly Stevenson, Corporate Vice President and Chief Information Officer of Intel Corporation.

 

Kimberly Stevenson
Corporate Vice President and Chief Information Officer
Intel Corporation

Kimberly "Kim" Stevenson is corporate vice president and Chief Information Officer (CIO) of Intel Corporation. Her IT organization capitalizes on information technology to accelerate Intel's quest to bring smart, connected devices to every person on Earth. More than 6,000 worldwide IT professionals are protecting Intel's assets, driving competitive advantage, and providing IT solutions under Stevenson's leadership.

Stevenson currently leads the Intel Network of Executive Women (INEW) as the Subcommittee Chair for External Thought Leadership and Outreach to channel her passion for engaging girls and women in Science, Technology, Engineering and Math (STEM) and speaks on the topic both internally and externally. She was recognized by STEMconnector® as 100 Diverse Corporate Leader, who is actively contributing to incorporate more diverse STEM professionals and changing the pipeline based on strong STEM education.

Previously, Stevenson held the position of vice president and general manager of Intel's Global IT Operations and Services, where she led both the strategic and tactical support of Intel's worldwide infrastructure components, including data centers, network and telecommunications, enterprise application support, client computing and a 24x7 internal service desk.

Prior to joining Intel, Stevenson spent seven years at the former EDS, now HP enterprise services, holding a variety of positions including vice president of Worldwide Communications, Media and Entertainment (CM&E) Industry Practice, as well as the vice president of Enterprise Service Management, where she oversaw the global development and delivery of enterprise services. Before joining EDS, Stevenson spent 18 years at IBM in several executive positions including vice president of Marketing and Operations of the eServer iSeries division.

In 2014, Stevenson won numerous awards including Silicon Valley Business Journal's Best CIO, an Evanta Top 10 Breakaway Leader, Huffington Post's Most Social CIO as well as the CIO 100 award by CIO.com for four years in a row.

Stevenson earned a bachelor's degree from Northeastern University and holds a master's degree in business administration from Cornell University. She serves on the board of directors of Cloudera.

About Intel 

Intel is a world leader in computing innovation. The company designs and builds the essential technologies that serve as the foundation for the world's computing devices. As a leader in corporate responsibility, Intel this year set a bold new hiring and retention goal to achieve full representation of women and under-represented minorities at Intel by 2020. Full representation means Intel's U.S. workforce will be more representative of the talent available in America, including more balanced representation in senior leadership positions. Intel is also investing $300 million to help build a pipeline of female and under-represented engineers and computer scientists; to actively support hiring and retaining more women and under-represented minorities; and to fund programs to support more positive representation within the technology and gaming industries.

Diversity & Talent Acquisition 

By 2020, there will be more than 1.4 million computing-related job openings in the U.S. At current rates, we can only fill 30 percent of those jobs with qualified U.S. candidates, and only five to six percent of those candidates will be women.1 Understanding the reasons for this deficit of women in tech is a hot research topic, and a serious contributing factor appears to be a “leaky pipe.” Meaning, the problem starts early.

Research shows that as girl’s progress through school, their interest in math and science diminishes, while the opposite is true for boys. Specifically, 55 percent of girls between the ages of 15 to 18 are attracted to engineering, which is about even with their male counterparts. But that number drops to 46 percent of women between the ages of 23 to 25, who are attracted to engineering, compared to 62 percent of men.2

Women actively pursue higher education; and they are the major purchasers of consumer electronics. But not enough of them are creating technology.  Case in point, Forty-eight percent of global college grads are women, however, only 18 percent of engineering grads are women.3 Even more puzzling, while 18 percent of engineering degrees are awarded to women, only 13 percent pursue an engineering career.4

Here begins the problem referred to as the leaky pipeline. At each step of personal decisions and career advancement, more women than men fall off the technical career track.

That’s not to say women don’t have a proud history of creating break-through technology; they absolutely do! Fran Allen pioneered the field of optimizing compliers.  Dr. Shirley Jackson created the break through that enabled touch tone phones, caller ID and call waiting.  Radia Perlman created the spanning tree protocol fundamental to network bridges.  Sophie Wilson designed the Acorn Micro-Computer, and I could go on.

At Intel we’re investing to build a pipeline of underrepresented engineers and computer scientists, all the while fostering the hiring and inclusion for women and underrepresented minorities within the company.  We’re funding programs to stop this leaking pipeline and to get more women on the technical career track.

For example, In March 2015, Intel, Rebecca Minkoff, and UN Women announced an effort to expand the pipeline of female engineers, support positive representations of opportunities for women in technology, and connect women around the world to opportunities to learn and lead through science, technology, engineering, and mathematics (STEM) education and careers.

Intel also invests in a wide range of STEM initiatives, including Intel’s science fairs (Intel Science Talent Search and the Intel International Science and Engineering Fair), maker faires, and the Intel Computer Clubhouse Network. Intel has also partnered with organizations such as Girls Who Code, TechGYRLS @ TechShop, and NCWIT Aspire that are providing fully immersive experiences for girls with hands-on projects that they choose to work on and find personally relevant and meaningful. These programs also

do an excellent job of incorporating peer and “near-peer” role models with exposure to real professionals excelling in these careers.

Efforts to bring more women into technology doesn’t just benefit them individually, it’s also smart business. Teams with both women and men are more profitable and innovative.  Studies have found that mixed-gender teams produced information technology patents that are cited 26 percent to 42 percent more often than the norm, according to NCWIT.  In his 2013 annual letter to shareholders, Warren buffet wrote, “Imagine what will happen when we go full blast with 100 percent.  It’s incumbent on everybody to try to help people achieve their potential.  And women have every bit the potential men do.”

However, big companies cannot solve this alone.  All of us need to pitch in and provide early positive experiences with computing activities by getting involved with organizations like Girls Who Code – a national nonprofit organization working to close the gender gap in the technology and engineering sectors or participating in events like the Maker Faires. 

The technology industry has demonstrated courage by stepping up to this issue and taking action.  We’re trying new things and learning as we go.  Some things will work, others may not, but success can only come from trying.  Just look at the courageous example of Malala Yousafzai who risked her life to promote education for girls in her country and, in doing so, ignited a global movement and won her the Nobel Peace Prize.  If a teenager like Malala can make a difference, we can too. 

100 CIO/CTO Leaders in STEM- Philip Stevens Executive Vice President and Chief Information Officer for the Army & Air Force Exchange Service (Exchange)

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 Philip Stevens Executive Vice President and Chief Information Officer for the Army & Air Force Exchange Service (Exchange).

 

Philip Stevens
Executive Vice President and Chief Information Officer
Army & Air Force Exchange Service (Exchange)

Philip Stevens is the Executive Vice President and Chief Information Officer for the Army & Air Force Exchange Service (Exchange) in Dallas, Texas. In this capacity, he serves as the head of software development, technology operations, and technology governance as well as being a member of the corporate Executive Governance Committee. The Exchange is one of the top 50 retail organizations in the U.S. with annual revenue of $10B, employing more than 42,000 civilian and military personnel. In addition to ecommerce, the Exchange operates department and convenience stores, gas stations, restaurants, theaters, vending and other businesses on military installations in all 50 states, five U.S. territories and more than 30 countries.

Mr. Stevens came to the Exchange from Scintel Technologies in Atlanta, Georgia, where he was the Chief Information Officer and Corporate Advisor. There he developed and managed Scintel's systems as well as designing solutions for customers in the retail, financial, and medical industries.

Prior to that Mr. Stevens was the CIO for Education Finance Partners in Austin, Texas, which was the fourth largest originator of private student loans in the U.S. He also was Senior Vice President for Infrastructure and Operations with Macy's Systems Technology in Atlanta, Ga.

Mr. Stevens began his professional career as an Air Force officer, serving at Tyndall Air Force Base and in the Defense Information Systems Agency at the Pentagon.

Mr. Stevens earned a Master of Science in Information Technology from the Florida Institute of Technology; he also earned a Bachelor of Science degree in Computer Science from Purdue University.

About Army & Air Force Exchange Service

Since 1895 the Exchange's mission has been to support the men and women of the armed forces during military operations, humanitarian missions and other endeavors around the world.  Today, the Exchange is one of the top 50 retail organizations in the U.S. with annual revenue of $10B, employing more than 42,000 civilian and military personnel. The Exchange operates department and convenience stores, gas stations, restaurants, theaters, vending and other businesses on military installations in all 50 states, five U.S. territories and more than 30 countries. A modern retailer with the motto “We go where you go” the Exchange also supports the troops with hundreds of millions of dollars in online sales annually and a program to ensure young troops have access to responsible credit.  Ensuring the availability, integrity, and security of the infrastructure supporting this 24x7 operation requires the expertise of more than five hundred information technology professionals.

US & STEM

In the United States, we pride ourselves in being a country of boundless innovation and opportunity but we are at risk of losing those true leaders.  With the best university system in the world and a culture that values creative thinking, we ought to be well positioned for building our national talent pipeline.  But we are not. Declining K-12 scores in STEM education relative to other major economies as well as declining interest in STEM careers is forcing the United States to outsource the technical aspects of creating new products and services.  While that may seem like a viable short-term option, it drains our country of a growing pool of well-paying jobs.  STEM education and STEM careers are an important contributor to national competitiveness and a healthy economy.

We face many challenges in building a STEM talent pipeline, but two deserve special focus.  First, we are not encouraging a culture that values STEM skills generally.  Second, low levels of gender and ethnic diversity in undergraduate and graduate STEM programs – and the jobs those programs lead to – mean that we are ignoring the people we need to solve this talent shortage.  Business leaders play a critical role in addressing this national challenge by promoting role models at all levels and across every area of the business.  When students see more people like them succeeding because of STEM skills, they will increasingly choose STEM education as well.

The Army & Air Force Exchange Service is working hard to support a STEM talent pipeline.  We are a multi-billion dollar retailer serving Soldiers, Airmen and their families in thousands of locations around the world.  Despite our important and challenging mission, we sometimes struggle to recruit talent because retail is viewed as a “starter job” and not a career.  We, and the rest of the retail industry, need to do a better job of conveying the exciting business and technology challenges in twenty-first century retail.  Buying the right products, allocating them to the right location and pricing them correctly based on competition and historical experience all involve tremendous analytical processing.  Getting the product to stores around the world with appropriate stock for online and replenishment sales demands operational excellence.  Providing an outstanding omnichannel experience, allowing customers to shop in-store, online or from a mobile app requires a digital business model.  Big data, mobile, social and cutting-edge cyber security – every area of emerging technology is required for a successful retail business.

Supporting a technology-driven business requires a strong talent pipeline and several programs are needed to keep that pipeline flowing.  First is an active internship and college recruiting effort to attract a diverse pool of college graduates.  Once they are on-board, employees have access to our online learning system, which provides retail, general business and technology classes.  We also encourage our associates to pursue advanced degrees with a tuition reimbursement program.  For associates interested in a technology career path, we have “IT University” to build the technical, analytical and business skills needed for success in senior roles.  The IT department is also deploying a mentoring program exposing senior executives and new managers to fresh perspectives.

Our business is about results, so we measure the success of our talent pipeline development.  We are developing a Human Capital Analytics system specifically designed to project future talent requirements and our ability to meet those needs.  While we develop detailed analytics, there are exciting preliminary indicators.  A great indicator of progress is the growing list of managers who have been promoted into important roles in nearly every area of the business including Merchandising, Credit, Logistics and Human Resources.  Another indicator that we are moving in the right direction is the numerous awards the Exchange has won for building a diverse employee base. 

By celebrating our success in building a diverse technology workforce, we create role models who encourage more high school and college students to consider retail as a career and technology as a great way to contribute to business outcomes.

Business and government should create an environment that promotes STEM education, but ultimately choosing a path is up to the individual.  Success requires passion, so choose a field that excites you and a company with a mission you believe in and culture you enjoy.  STEM fields are among the fastest changing and are critical to nearly every business, providing an excellent foundation for personal and professional growth.  Furthermore, STEM fields have the advantage of a faster growing job pool along with higher average salaries. A STEM career can be an excellent personal choice.

Beyond passion, several hard skills are critical to success in STEM – and increasingly to all executive jobs.  Statistics is a significantly underappreciated foundational knowledge and critical to business analysis.  Programming is an excellent way to learn to decompose problems and logically structure solutions.  Also, information management and analytics are becoming expected skills in a broad range of jobs.

Finally, some of the most exciting innovations in STEM and in business are coming at the intersection of disciplines. You must be a lifelong learner and collaborator, driving into new areas while applying the skills you have developed on the journey.

Teresa Cassar: Nurturing Young Engineers

This is a guest blog post in our Be An Engineer series with ExxonMobil. The author for this post is Teresa Cassar, a products optimizer at ExxonMobil!

I discovered my passion for science at a fairly young age. My favorite subject in high school was chemistry, primarily because I enjoyed seeing class lectures come to life during our weekly labs. I reveled in the trial and error aspect of chemistry, and seeing physical reactions from mixing chemicals fascinated me. I obtained a chemistry degree in college, but, like several of my classmates, I didn’t know what to do with it. Frustrated, I spent countless hours researching professions and landed on chemical engineering. I’ve since learned my frustration could have been spared if my support network of friends, family and teachers had known more about the many career opportunities in engineering.

Often, when high school and college students seek advice about what they should do with their lives, we tell them to follow their heart. Yet, this is easier said than done, as students may know what they love, but most don’t know how to channel this passion into a financially and emotionally fulfilling career. We send off students on a journey of self-discovery without providing much direction and guidance, but then we expect them to make informed decisions about one of the most important aspects of their lives.

Engineering is sometimes overlooked as a viable career option, particularly for women, simply because so little is known about the general profession and its many specialized niches. Representing a number of fields, engineers are in demand: According to Kelly Services’ Engineering Employment Outlook, “The United States will need nearly 250,000 more engineers over the next 10 years to work in high-growth sectors and industries such as oil and gas, aerospace and renewable energy, with employers to make more than a third of new engineering jobs available in metropolitan areas such as Houston, Los Angeles and Washington, D.C.” In this US News & World Report article, a senior analyst at the National Science Foundation said that although the unemployment rate for those holding a bachelor's degrees was 3.9 percent in December 2012, the unemployment rate for engineers was only 2 percent. In addition, engineers are taught to develop strong critical, analytical and problem-solving skills, all highly desired skills in an increasingly global workforce.

That’s why campaigns such as ExxonMobil’s “Be An Engineer” are so important – and necessary. We need to make sure we’re providing parents, teachers and counselors – those who have the most impact on a student’s life trajectory – the information they need to help students make informed decisions about their career paths. Instead of funneling students into a handful of distinct paths such as law and medicine, we should encourage them to explore a wide range of options. A lover of Legos could be a future civil engineer. A roller coaster enthusiast could be a mechanical engineer in the making. And perhaps the student who wants to be a doctor, instead, changes the course to biomedical engineering. Unless we, as engineers ourselves, start helping students understand how to channel their passions into STEM professions, we will continue to have a shortage of STEM professionals and a surplus of STEM jobs.

Teresa Cassar is a West Coast and Rockies products optimizer at ExxonMobil. She holds a B.ESc in chemical engineering from the University of Western Ontario.

Through the support of ExxonMobil, Be An Engineer is a multi-faceted initiative seeking to inspire the next generation of engineers. The program aims to highlight the meaningful contributions that engineers make to the world, as well provide resources to assist young people interested in pursuing the profession.

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100 CIO/CTO Leaders in STEM- Ed Steinike, Vice President and Chief Information Officer for The Coca- Cola Company

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 Ed Steinike, Vice President and Chief Information Officer for The Coca- Cola Company.

Ed Steinike
Vice President and Chief Information Officer
The Coca- Cola Company

Mr. Ed Steinike is Vice President and Chief Information Officer (CIO) for The Coca- ColaCompany. He is responsible for the leadership of the Company’s information technology strategy, services and operations.

Mr. Steinike began his tenure at The Coca- Cola Company as Chief Technology Officer in 2002, responsible for all technology, including networks, data centers, operations, data warehousing and systems architecture.

From 2004 to 2007, Mr. Steinike was the Company’s Chief Development Officer and CIO forCoca-Cola North America. In  this role, he worked closely with the business to leverage technology for delivering business results and introduced key applications in finance, business planning, consumer web services, customer relationship management, supply chain andinnovation.

From 2007 to 2010, Mr. Steinike was at ING Insurance, where he served as Executive Vice President and Chief Information Officer. While at ING, he was  responsible  for  all  aspects of customer and information technology systems/services.

Prior to joining The Coca-Cola  Company, Mr. Steinike worked at General Electric from 1976 to 2002, holding positions of increasing responsibility in manufacturing, service, engineering and IT; including CIO for GE Energy Services and GE Medical Systems.

Mr. Steinike is a member of various CIO associations and serves on the board of advisors for the College of IT at Georgia Southern University. He has a Bachelor of Science degree in Electrical Engineering from Marquette University.

About Coca- Cola 

The Coca-Cola Company (NYSE: KO) is the world’s largest beverage company, refreshing consumers with more than 500 sparkling and still brands. Led by Coca-Cola, one of the world’s most valuable and recognizable brands, our Company’s portfolio features 20 billion-dollar brands including, Diet Coke, Fanta, Sprite, Coca-Cola Zero, vitaminwater, POWERADE, Minute Maid, Simply, Georgia, Dasani, FUZE TEA and Del Valle. Globally, we are the No. 1 provider of sparkling beverages, ready-to-drink coffees, and juices and juice drinks. Through the world’s largest beverage distribution system, consumers in more than 200 countries enjoy our beverages at a rate of 1.9 billion servings a day. With an enduring commitment to building sustainable communities, our Company is focused on initiatives that reduce our environmental footprint, support active, healthy living, create a safe, inclusive work environment for our associates, and enhance the economic development of the communities where we operate. Together with our bottling partners, we rank among the world’s top 10 private employers with more than 700,000 system associates.

Steinike's Story 

I was like most 16-year-olds at the time – with one unique spark that has driven me since: I liked to study electronics. In 1975, I was finishing a typical high school experience in Cedarburg, Wisconsin. In addition to my hobbies, I hung out with friends, got into my share of trouble, and found a job working with elevator control systems for the Allen-Bradley Company. I wasn’t ashamed to be a technical geek. It interested me – in fact, it was a passion. And it serves me today better than ever.

After high school, I followed my interests to Milwaukee Area Technical College to pursue a two-year degree in biomedical engineering, an emerging field of study at the time that immediately paid off in personal opportunity for me. Within my first year, General Electric asked the school for potential candidates who may have been interested in working for their new computed tomography line of business – what today we call at CT scan, or CAT scan. As I hadn’t been shy about my passion for things technical, the school pointed GE in my direction. Within two weeks, at 18 years old, I found myself being shown through GE’s office for their new medical equipment business. As I passed an individual connecting cables to one of the new devices, I couldn’t help myself, saying to my prospective boss, “I’m not going to be doing that, am I?”

Apparently I hadn’t insulted him. Within a month I was employed by GE. I quickly recognized a twoyear Associate degree wasn’t going to be enough, and I began to understand the power of passion and opportunity. My interest in engineering, electronics and technology inspired me to enroll at Marquette University for a BS in Electrical Engineering with a focus on Computer Engineering. That passion, intersecting with the opportunity for GE to pay for my education, solidified my lifelong journey with technology.

I was two years into my degree at Marquette while working at GE when I overheard my boss and another employee arguing about who to send to Europe to start up that region in the burgeoning medical equipment business. Again, unable to control myself, I interrupted and said, “I can go!” While my boss didn’t seem too receptive, an hour later the other gentleman approached me, “It’s lucky you stepped in. I asked your boss about you.” Within two days, I took an official request from GE for an expedited passport to Chicago. Two weeks later I found myself in Basel, Switzerland, part of a small team of people solely focused on our new business. From there, I went on to Cologne, Germany, then to another city in Europe, then another. Two and one-half years later, I wandered back into Marquette University’s Office of the Registrar hoping to pick up where I’d left off, spending an hour explaining why I had “disappeared” in the middle of a semester. So maybe I hadn’t planned it out well enough. But I’d made a choice, and it was a smart one for me.

I convinced each of my professors to let me take the exams I’d missed, and I was back in the saddle of my degree. But with far greater real world experience under my belt that continued to fuel my passion.

I continued my journey with GE Medical Systems by joining the Applied Science Laboratory where I worked with 22 scientists who nicknamed me “Doc.” I was the only non-PhD member of the team. But within two months, I was pulled back to Europe, standing up business operations in Madrid. I stayed with the Applied Science Lab for seven years, and managed to apply and receive a US patent in medical engineering.

Today, I’m the Chief Information Officer of The CocaCola Company, lucky enough to be the technology leader for one of the world’s best loved, longest lasting brands. It is a role that I embrace every day, one where technology is radically changing the way we do business – the connections between our consumers and our brands – week by week. The takeaway from my story? There was no CIO role in business when I started. That’s not why I studied technology and engineering. I pursued those things because they inspired me. I was passionate about it. It helped me learn how to think through things. Fast forward to today – and to you and where you are in your journey. Most US-based students study things like Finance or Business. That’s great. But my story is one that highlights the power of doing something that intrigues you. Engineering and technology fuels me every day as I use technology to advance Coca-Cola’s business. I challenge you to find what fuels you. I encourage you to avoid being focused on an end-point job or role as your goal. My path changed directions quickly and often. No business today can operate without technology. In fact, soon seems nothing will. STEM seems to offer a fantastic, wide open future. And it doesn’t hurt that most of the influential, highest earning leaders in this country are in technology. Why wouldn’t you make it work for you?

 

Apply now for the 2016 USPTO National Summer Teacher Institute!

This is a press release from the USPTO Education and Outreach Office

The United States Patent and Trademark Office (USPTO) invites you to apply to our 3rd Annual National Summer Teacher Institute (NSTI) on Innovation, STEM and Intellectual Property on July 17-22, 2016 at Michigan State University. Fifty teachers from across the US will be selected to participate in the 2016 Class. A goal of this professional development and training program is to help teachers understand how to invent and redesign things through multiple iterations, to democratize and understand the processes and practices of engineering, science, and innovation, and to stimulate student learning about how new products are developed and commercialized by testing prototypes quickly and cost-effectively.

Deadline for submitting your online application is Tuesday, March 15, 2016!

THE USPTO NATIONAL SUMMER TEACHER INSTITUTE:

  • Gives teachers tools to incorporate invention and innovation into their classroom curriculum.
  • Covers practical lesson strategies and student-tested activities that meet NGSS standards.
  • Includes lesson plans highlighting USPTO resources on patents, trademarks, and copyright resources for classroom use.
  • Provides access to a dynamic range of guest speakers, including USPTO experts, inventors, scientists and engineers from the Science of Innovation curriculum, teacher Maker Education ambassadors, and representatives from other federal government agencies and non-profits.

Do you know a teacher who’d like to connect STEM to real world applications in the classroom? Tell them about this program!

WHY TEACHERS SHOULD APPLY:

  • NSTI is designed for K-12 educators.
  • NSTI combines experiential training tools, practices, and project-based learning models.
  • NSTI helps teachers inspire and motivate student achievement in STEM disciplines, by using Intellectual property as both a teaching and learning model.
  • Travel and lodging expenses will be covered for teachers who are selected to participate in this program and reside more than 50 miles from the venue in accordance with Federal Travel Regulations and USPTO travel policy.

Online applications are due March 15, 2016. Instructions are available on the NSTI website.

SPACE IS LIMITED! Apply today: http://1.usa.gov/20U4K8V Spread the word about this program on Twitter using #USPTOSTEM and @USPTO or follow us on Facebook! USPTO Education and Outreach Office

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100 CIO/CTO Leaders in STEM- Armistead Sapp, Executive Vice President and Chief Technology Officer for SAS

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 Armistead Sapp, Executive Vice President and Chief Technology Officer for SAS.

Armistead Sapp
Executive Vice President and Chief Technology Officer
SAS

As head of SAS’ Research & Development Division, Armistead Sapp leads R&D employees worldwide to produce the highest quality software in areas such as business intelligence, advanced analytics, data management and customer intelligence, as well as industry-specific solutions and mobile applications. As CTO, he actively engages with and encourages SAS’ development teams to take full advantage of modern computing platforms that deliver value to customers.

Sapp is involved in many of the company’s STEM education initiatives, which seek to prepare students for today’s workforce opportunities. Many of those opportunities are in data science, driven by the rise of Big Data. Sapp oversaw the creation of SAS Analytics U, a higher education initiative that provides free SAS software, active user communities and learning resources to professors, students and others around the world.

Sapp also leads SAS’ P-20 division, which supports the advancement of data-driven decision making for administration and for teaching and learning. The division also develops SAS® Curriculum Pathways® (free Web-based curriculum resources), SAS University Edition (free software for teaching and learning), and mobile learning applications such as SAS Flash Cards, SAS Math Stretch, SAS Read Aloud and others.

He sits on the board of “Ready by 21,” which helps communities improve the odds that all children will be ready for college, work and life. He works with the Duke University School of Medicine’s Department of Pediatrics – Division of Neonatology, researching best practices and safety using SAS data mining tools. He is also on the advisory board of the Energy Production and Infrastructure Center (EPIC) at UNC Charlotte.

Sapp is a graduate of the University of North Carolina at Chapel Hill and co-authored the book, “Implement, Improve and Expand Your Statewide Longitudinal Data System: Creating a Culture of Data in Education.”

About SAS

SAS is the leader in business analytics software and services, and the largest independent vendor in the business intelligence market. SAS focuses its philanthropic efforts on education initiatives geared towards increasing the STEM-skilled workforce. SAS uses a multi-pronged approach to provide support through many channels and using its resources to develop creative instructional materials. Examples of this approach include providing free interactive, standards-based curriculum software for grades 6-12 as well as free SAS software to students, professors and researchers at the university level. SAS collaborates with higher education institutions around the world to create degree and certificate programs in analytics and related disciplines, including the first Master of Science in Analytics program, at North Carolina State University. By supporting efforts that prepare more graduates for college, work and success in the 21st century, SAS continues to play a vital role in the global community.

The Rise of Big Data

The rise of Big Data has created a skills gap where there is insufficient analytics talent being produced to meet the high demand from employers. SAS is working with higher education institutions to not only address our own workforce needs, but those of our customers. We have assisted in the establishment of Master’s degrees in Advanced Analytics at universities around the world.  These programs teach students to use tools of data analytics and data science, including machine-learning techniques, to solve real world problems at scale.  The graduates from these programs are prepared to make a contribution from the first day of work at their new job.  SAS helped establish one of the first of these programs at North Carolina State University – The Institute for Advanced Analytics (http://analytics.ncsu.edu).

Today in the United States, SAS is working with Business-Higher Education Forum (http://www.bhef.com/) to establish undergraduate programs in data science.  These will be multi-disciplinary certificates or degrees that will prepare graduates for jobs on the front lines of data science.  The goal is to build out programs at a number of universities based on a common template.   Each university can share and contribute and not have to invent a program in a vacuum.  This should mean many more programs can be established so that Data Science education can be scaled to a national program quickly.  As soon as the template is developed, SAS will help share it worldwide.  If successful, developing these programs could be like a moonshot for data science. 

Finally, last year we made SAS software and learning materials available at no charge to all learners worldwide.  We hope that will spark the initiative of people to learn SAS programming who otherwise would have to have an employer or a degree-granting program provide the software.   This software, called SAS University Edition (http://www.sas.com/en_us/software/university-edition.html), has been downloaded hundreds of thousands of times.

That said, at the instructional level, we must consider how technology is taught. The best way to teach technology is project-based learning (http://en.wikipedia.org/wiki/Project-based_learning), where students work together on a problem, solve it, and then demonstrate the solution.  Most STEM jobs are project-based.  Teaching technology in this way not only teaches the course’s concepts, it helps students learn to work together toward a common goal.  Developing these skills is important, since nearly every technical job requires the ability to communicate and work in teams.

Today, most higher education courses are taught via lecture and lab...each student learns and works alone.  Moving to a project-based approach makes learning more interesting and challenging.   Many STEM majors drop out of programs in the first year saying the work is not interesting or challenging.  I think we still are teaching STEM the way it was taught a hundred years ago, and it’s not working with 21st century students.

Another approach that is gaining some traction is flipping the classroom (http://en.wikipedia.org/wiki/Flipped_classroom).  In a flipped classroom the lectures are online and the students watch them outside of class and projects are worked on during the class time.

Finally, the last decade has seen the rise of the smartphone – around 6.8 billion phones can access the internet.  Every phone can be turned into a learning platform.

So how do we measure success, overall? Building a national longitudinal data system known as a P20W system (P is Preschool, 20 are grades K-12 and up 8 years of post-high school education, and W is Work) would allow the United States to track students over time and see what works and what doesn’t.

If we were to look at students who, in 9th grade, indicated interest in a STEM career, we could follow them as a cohort until the 5th year of work.  We could see how many actually entered STEM careers, and see what those who did not enter STEM careers finally chose to do.  By definition, longitudinal means repeated measures over time.  Building a system that reported on groups, but could also track at the individual student level would allow us to track outcomes and intervene when a program isn’t working.

Learning is lifelong.  Many people retrain multiple times in their work lives.  Having a national longitudinal data system could answer questions like “how did people in the  biotechnology retraining program in North Carolina do in securing jobs in biotech in the first 2 years after the training and are those people still in their jobs in year 5 and 10?.”  

I am so passionate about educational longitudinal data systems that I co-authored a book titled “Implement, Improve and Expand Your Statewide Longitudinal Data System: Creating a Culture of Data in Education” on how states could implement one. 

The US Department of Education is funding a SLDS in each state (http://www2.ed.gov/programs/slds/factsheet.html).  I strongly believe that gathering the data and reporting on cohorts of students and their outcomes will help us improve education.  If we cannot measure how a system is working we cannot make evidence-based changes to those systems.

Ninja Nate: Finding Adventure in Every Aspect of Life

This is a guest blog post in our Be An Engineer series with ExxonMobil. Our first author is Nathan Burkhalter (AKA "Ninja Nate"), a production engineer with ExxonMobil!

Growing up in Tennessee and South Louisiana, I was the family problem solver, fixing things around the house from a young age. Even when I wasn’t sure where to begin, I tinkered and reworked until I found the right solution. I believe that experience was my foundation for later pursuing mechanical engineering. My career choice complements my mindset of working hard to identify solutions, often pushing beyond the point on which most would give up. That tenacity has served me well throughout my life – especially in pursuit of my various passions.

For the past two years I have competed in “American Ninja Warrior,” the arduous contest of mental and physical toughness held annually around the country. It’s one of the hardest things I’ve ever done, but I look forward to returning for a third try this year, to push myself to new levels and to better last year’s performance. As tough of a challenge as the competition has been, it’s just the latest in a life spent overcoming obstacles.

Homeschooled by my mother until 10th grade, I found myself starting high school all over again at the age of 16 because my course credits did not transfer. In order to graduate with students my own age, I challenged myself to knock out high school in three years, and I did. Although I didn’t have a strong background in science, technology, engineering and mathematics (STEM), using the same determination, I decided to study mechanical engineering at Louisiana Tech. Though I had to work hard, I knew mechanical engineering would provide fantastic career opportunities and the promise of adventure. Hard work, career opportunities and adventure did, indeed, follow, but I also discovered engineering requires team collaboration in order to solve the task at hand.  I was lucky to find a group of fellow students who helped and encouraged each other to succeed.

Since graduating five years ago, I have worked in engineering roles that have been a mix of technical and leadership in various forms of equipment design, project management and operations support in power plants, refineries, offshore drilling rigs and production platforms.  Currently, I work as a production engineer and have extracted oil and gas from locations all around the United States.

Outside of my regular work, I have put my drilling knowledge and experience to good use, by traveling to places like the Dominican Republic, Africa, India and remote parts of Asia to help impoverished communities get access to clean water. This past summer, I completed my first trip, to Nicaragua, with Living Water International, a nonprofit group that helps desperate communities obtain clean water. We arrived at a village located five miles from the nearest water source, which was a contaminated creek. Our team was not discouraged. We identified a water table, drilled 150 feet below the ground and installed a water pump. Now, villagers can drink, cook and wash clothes close to their homes and enjoy better health. Children and adults alike celebrated their new water well with a festive party to thank the team for our efforts.  It was one of the most memorable days of my life.

I believe I am living proof you don’t need a strong foundation in STEM to pursue an engineering career. It certainly helps, but what you do need is a desire to learn, a team spirit and a determined belief that any problem has a solution. Where there are obstacles, find opportunities. That’s my motto.

Nathan Burkhalter is a production engineer at ExxonMobil currently based in West Africa. He holds a B.S. in mechanical engineering from Louisiana Tech. 

Be An Engineer is a multi-faceted initiative seeking to inspire the next generation of engineers. A coalition comprised of champions working to improve and expand engineering education, Be An Engineer also seeks to highlight the need for diversity in engineering.

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