Ready for Tomorrow: Demand-Side Emerging Skills for the 21st Century

As part of the Ready for the Job demand-side skill assessment, the Heldrich Center explored emerging work skills that will affect New Jersey's workforce in the next three to five years. The Heldrich Center identified five specific areas likely to generate new skill demands: biotechnology, security, e-learning, e-commerce, and food/agribusiness. This report explores the study's findings and offers recommendations for improving education and training in New Jersey

Greater Philadelphia's Knowledge Industry: Leveraging the Region's Colleges and Universities in the New Economy

This report documents Greater Philadelphia's current standing as a knowledge region, compares its performance over a series of key indicators to the largest American knowledge regions, identifies activities being undertaken around the country, and offers a set of strategic recommendations for better linking the region's knowledge assets to economic development

Summer High School Apprenticeship Research Program (SHARP) of the National Aeronautics and Space Administration

A total of 125 talented high school students had the opportunity to gain first hand experience about science and engineering careers by working directly with a NASA scientist or engineer during the summer. This marked the fifth year of operation for NASA's Summer High School Apprenticehsip Research Program (SHARP). Ferguson Bryan served as the SHARP contractor and worked closely with NASA staff at Headquarters and the eight participating sites to plan, implement, and evaluate the Program. The main objectives were to strengthen SHARP and expand the number of students in the Program. These eight sites participated in the Program: Ames Research Center North, Ames' Dryden Flight Research Facility, Goddard Space Flight Center, Goddard's Wallops Flight Facility, Kennedy Space Center, Langley Research Center, Lewis Research Center, and Marshall Space Flight Center

CESEC Chair – Training Embedded System Architects for the Critical Systems Domain

Increasing complexity and interactions across scientific and tech- nological domains in the engineering of critical systems calls for new pedagogical approach. In this paper, we introduce the CESEC teaching chair. This chair aims at supporting new integrative ap- proach for the initial training of engineer and master curriculum to three engineering school in Toulouse: ISAE, INSA Toulouse and INP ENSEEIHT. It is supported by the EADS Corporate Foundation. In this paper, we highlight the rationale for this chair: need for sys- tem architect with strong foundations on technical domains appli- cable to the aerospace industry. We then introduce the ideal profile for this architect and the various pedagogical approaches imple- mented to reach this objective

The Scientist, Fall 2008

https://scholarworks.sjsu.edu/scientist/1002/thumbnail.jp

Lindenwood University Strategic Plan, 1999-2004

Lindenwood University Strategic Plan, 1999-200

University Students Promoting Science in the Community

Project SEARCH (Science Education and Research for Children) has brought these undergraduate students here today. It is an outreach program designed to bring the science resources of a large research university to classrooms and community centers. For the past 9 years, SEARCH students have spent 4 hours each week doing hands-on-science experiments, dissecting frogs, demonstrating microscopes, lecturing about the planets, playing computer games, exploring the World Wide Web, and creating Web pages.published or submitted for publicationis peer reviewe

Attitudes in Physics Education: An Alternative Approach to Teaching Physics to Non-Science College Students

In this article, we present an alternative way of teaching conceptual physics for non-science majors by depicting the role of physics in today\u27s technology. The goal of this approach is to increase in the minds of non-science students the acceptance of physics as a useful component in general education, and as a major tool in comprehending the present-day technological world experienced by students outside the classroom

Boston University Bulletin. School of Management; Graduate Programs, 1980-1981

Each year Boston University publishes a bulletin for all undergraduate programs and separate bulletins for each School and College, Summer Term, and Overseas Programs. Requests for the undergraduat e bulle tin should be addressed to the Admissions Office and those for other bulletins to the individual School or College. This bulletin contains current information regarding the calendar, admissions, degree requirements, fees, regulations, and course offerings. The policy of the University is to give advance notice of change, when ever possible, to permit adjustment. The University reserves the right in its sole judgment to make changes of any nature in its program, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes and other academic activities, and requiring or affording alternatives for schedul ed classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable under the circumstances. Boston University Bulletins (USPS 061-540) are published twenty times a year: one in January, one in March, four in May, four in June, six in July, one in August, and three in September

Jobs In Maine: Online Job Postings by Industry, Occupation, Skills, and Education

There is currently an intense focus on job growth in Maine and across the country, and rightfully so. As a nation, we continue to climb out of a deep economic recession. Unemployment remains high across the rest of the nation, and here in Maine we're in the midst of a debate about how to move our economy forward. A key to this discussion is how we can better prepare our workers and increase the quality of our workforce with available resources.There is little doubt that a highly educated and trained workforce is a critical component of economic growth. One of the key measures of a skilled workforce is higher degree attainment. Maine's workforce still lags behind New England in degree attainment with just 37.3% of Mainers age 25 and older holding an associate's degree or higher, compared to just over 44% in New England.This gap in educational attainment puts Maine residents at a disadvantage for earnings potential and professional advancement, and limits the state's ability to retain, grow, and attract knowledge-based businesses and jobs. This is a contributing factor in Maine's low per capita personal income ranking of 31st in the nation in 2010. This is the lowest in New England and just 75% of the New England average . Median earnings increase steadily with educational attainment for Maine's population age 25 and over, from $18,557 for those with less than a high school diploma to over$52,000 for those with a graduate or professional degree. Educational attainment is critical to our economy now and we can expect it to become even more important in the future. Nearly two-thirds (63%) of all jobs will require at least some postsecondary education or training by 2018, compared to just 28% in 1973