America's Next Manufacturing Workforce: Promising Practices in Education and Skills Building

The promising practices presented in this report demonstrate some of the most encouraging approaches for education and skill building of America’s new manufacturing workforce. These practices have been selected by a panel of experts from business, government, and education who serve on the MForesight Education and Workforce Development Working Group (EWD). This report summarizes a sampling of replicable and scalable promising practices being pursued to ensure that America builds an educated, skilled, and ready workforce. MForesight has not endorsed any particular product or method in presenting these promising practices, and is pleased to invite learning institutions, professional organizations, and manufacturers to submit descriptions of additional programs and initiatives serving similar purposes. In this way, MForesight hopes to build a community of practitioners and learners to help build an educated, skilled, and ready advanced manufacturing workforce. Concurrently, the EWD will continue its work to translate the key characteristics of these promising practices into policy and investment guidelines for government, industry, and educational enterprises that will support efforts to bring such practices to scale.National Science Foundation, Grant No. 1552534https://deepblue.lib.umich.edu/bitstream/2027.42/145154/1/WorkforceReport_Final.pd

2022 Annual Report: 75th Anniversary Edition

This 2022 Annual Report documents the 75th year of the Richard King Mellon Foundation, and the second year of our 2021-2030 Strategic Plan. We received 646 applications for funding in 2022. In response, we awarded 303 grants and program-related investments (PRIs), totaling more than $152 million. And we continued in 2022 to broaden significantly the circle of visionary grantees with whom we work. The 2022 grant and PRI recipients included 71 organizations that never before had received Foundation funding, eclipsing the record for new grantees set the year before.In the pages that follow, you will read stories of some of the visionaries we funded in 2022. The leaders and organizations you will meet in those stories are inspiring representatives of our remarkable grantees. Yet they are only a small fraction of the extraordinary people and groups we worked with in 2022, all of whom are worthy of such stories

Lincoln University Cooperative Extension and Research Annual Report 2013

This is LUCER-MC Report #01-14 Published by Lincoln University Cooperative Extension and Research (LUCER) Media Center; 900 Chestnut Street, 301 Allen Hall; Jefferson City, MO 65101.https://bluetigercommons.lincolnu.edu/lucer_reports/1002/thumbnail.jp

Vertically Integrated Projects (VIP) Programs: Multidisciplinary Projects with Homes in Any Discipline

A survey of papers in the ASEE Multidisciplinary Engineering Division over the last three years shows three main areas of emphasis: individual courses; profiles of specific projects; and capstone design courses. However, propagating multidisciplinary education across the vast majority of disciplines offered at educational institutions with varying missions requires models that are independent of the disciplines, programs, and institutions in which they were originally conceived. Further, models that can propagate must be cost effective, scalable, and engage and benefit participating faculty. Since 2015, a consortium of twenty-four institutions has come together around one such model, the Vertically Integrated Projects (VIP) Program. VIP unites undergraduate education and faculty research in a team-based context, with students earning academic credits toward their degrees, and faculty and graduate students benefitting from the design/discovery efforts of their multidisciplinary teams. VIP integrates rich student learning experiences with faculty research, transforming both contexts for undergraduate learning and concepts of faculty research as isolated from undergraduate teaching. It provides a rich, cost-effective, scalable, and sustainable model for multidisciplinary project-based learning. (1) It is rich because students participate multiple years as they progress through their curriculum; (2) It is cost-effective since students earn academic credit instead of stipends; (3) It is scalable because faculty can work with teams of students instead of individual undergraduate research fellows, and typical teams consist of fifteen or more students from different disciplines; (4) It is sustainable because faculty benefit from the research and design efforts of their teams, with teams becoming integral parts of their research. While VIP programs share key elements, approaches and implementations vary by institution. This paper shows how the VIP model works across sixteen different institutions with different missions, sizes, and student profiles. The sixteen institutions represent new and long-established VIP programs, varying levels of research activity, two Historically Black Colleges and Universities (HBCUs), a Hispanic-Serving Institution (HSI), and two international universities1. Theses sixteen profiles illustrate adaptability of the VIP model across different academic settings

Scholarship and Engagement for the Public Good

https://egrove.olemiss.edu/mclean_pub/1000/thumbnail.jp

Chapter 5 The future of inclusive innovation

"Innovation offers potential: to cure diseases, to better connect people, and to make the way we live and work more efficient and enjoyable. At the same time, innovation can fuel inequality, decimate livelihoods, and harm mental health. This book contends that inclusive innovation – innovation motivated by environmental and social aims – is able to uplift the benefits of innovation while reducing its harms. The book provides accessible engagement with inclusive innovation happening at the grassroots level through to policy arenas, with a focus on the South-East Asian region. Focusing on fundamental questions underpinning innovation, in terms of how, what and where, it argues that inclusive innovation has social processes and low-tech solutions as essential means of driving innovation, and that environmental concerns must be considered alongside societal aims. The book's understanding of inclusive innovation posits that marginalized or underrepresented innovators are empowered to include themselves by solving a problem that they are experiencing. The first in-depth exploration of efforts underway to assuage inequality from policy, private sector, and grassroots perspectives, this book will interest researchers in the areas of innovation studies, political economy, and development studies.

Black Girls Speak STEM: Counterstories of Informal and Formal Learning Experiences

This study presents the interpretations and perceptions of Black girls who participated in I AM STEM – a community-based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have historically been silenced and misrepresented. The data sources for this qualitative study included individual interviews, student reflection journals, samples of student work, and researcher memos, which were triangulated to produce six robust counterstories. Excerpts of the counterstories are presented in this article. The major findings of this research revealed that I AM STEM ignited an interest in STEM learning through field trips and direct engagement in scientific phenomena that allowed the girls to become agentic in continuing their engagement in STEM activities throughout the year. This call to awaken the voices of Black girls to speak casts light on their experiences and challenges as STEM learners ⎯ from their perspectives. The findings confirm that when credence and counterspaces are given to Black girls, they are poised to reveal their luster toward STEM learning. This study provided a space for Black girls to reflect on their STEM learning experiences, formulate new understandings, and make connections between the informal and formal learning environments within the context of their everyday lives, thus offering a more holistic approach to STEM learning that occurs across settings and over a lifetime

Computer science is elementary: Comprehensive plan for computer science implementation at the elementary level

Teaching students computer science in the classroom can have many benefits. Several students in today\u27s education system will go into career fields that do not yet exist and the skills taught through computer science can prepare them for the future. This project outlines the steps for planning a computer science initiative at the elementary level. A literature review examining the effect of teaching computer science on student achievement at the elementary level is used to support an award proposal for funding a high quality computer science curriculum in a rural, underserved district. This project can serve as a model for other schools interested in pursuing a computer science curriculum. Action research could be pursued through this project that could benefit the field of computer science research. Further research is recommended on the effects of a computer science education at the elementary level

Innovation within Education: Teaching and Scaling Engineering Design

This proposal is for the course: Innovation within Education: Teaching and Scaling Engineering Design, which is the tentative name. It is for student Nicholas Okafor, with approval to work under Dr. Lynnea Brumbaugh, professor of technical writing within the McKelvey School of Engineering. This course is being proposed out of the desire to extend the learning objectives gained during Okafor’s period in Technical Writing, and to fill a void in the offerings within the Department of Mechanical Engineering. This course will give an analytical critique to the role engineering design plays in our current education system, while creating strategies and programs to effectively scale initiatives that each this subject for underserved populations. This course will use the organization Studio: TESLA as a model for the successful implementation of engineering design instruction at the middle school level, while providing an avenue to envision wide-scale distribution of this material. Studio: TESLA is an organization that mobilizes college students to facilitate after-school clubs that build STEAM literacies (Science, Technology, Engineering, Arts, and Mathematics) and critical thinking capacity through hands-on challenges that guide youth through the engineering design process to spark innovative thinking. Rooted in core concepts like design thinking, Studio: TESLA is able to empower those scholars to boost their problem solving skills by continually creating solutions for problems presented during the studio. Similar to the course The Hatchery: Business Planning for New Ventures (based in the Olin Business School and the Brown School), this course also aims to connect the workings of the School of Engineering with that of innovation and entrepreneurship, so this course will be directly tied to the Skandalaris Center for Interdisciplinary Innovation and Entrepreneurship, and will include successful completion of their Social Entrepreneurship and Innovation Competition. As The Hatchery has been a course lauded by business students, I am hoping to gain similar experiences by going through the SEIC competition, while still remaining rooted researching the engineering design process as the focal point for my independent study. By using these two resources, I will be able to engage directly into understanding the role entrepreneurship plays in our society, while effectively creating my own business in the process. A portion of this course will be devoted to attending the lectures of the WashU Start-Up Training Lab, while also utilizing the consultation of the Law School’s services to create and sustain nonprofits. Through this independent study, I would have the opportunity to theorize about the role of STEAM and design thinking, build entrepreneurial skills, and set up and sustain my own social venture

Designing a Program to Develop Computer Science Master Teachers for an Underserved Rural Area

Due to a shortage of rural computer science teachers, researchers used a three-phase method to design a computer science endorsement, which will be coupled with an instructional coaching endorsement within an Educational Specialist degree program. The team conducted interviews of teachers as well as school and district level administrators in rural areas to determine needs and resources available to develop computer science master teachers. Interviewers also investigated recruitment, preparation and support processes pertinent to the program. Findings included that, although infrastructure for wireless access is lacking, school and district administrators are very interested in supporting teachers to become computer science master teachers. STEM teachers are especially interested in computer science content related to their teaching field. Partners indicated an interest in developing teacher leaders, in order to encourage a sustainable computer science program in the school and district. Information gathered was used to design a program that intends to meet the needs of potential rural computer science master teachers