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  • daviding 10:32 am on April 13, 2016 Permalink | Reply  

    USB flash memory speeds vary at lot: 14 Mb/s, 12 Mb/s, 3 Mb/s on three different brands of USB 2.0 sticks, Kingston way faster than PNY. “Test read/write speed of usb and ssd drives with dd command on Linux” | Silver Moon | July 12, 2014 at http://www.binarytides.com/linux-test-drive-speed/

     
  • daviding 11:00 am on April 1, 2016 Permalink | Reply  

    E-mail isn’t part of the Internet, says @Bell_Support second level. HTTP works, but no troubleshooting of timeouts for IMAP on port 993 and SMTP on port 465. The solution is to recycle the router, and hope for a new IP address. Irony that http://support.bell.ca/Internet/Internet-Speed-Test doesn’t work, either, while http://www.dslreports.com/speedtest does. Irritating.

     
  • daviding 12:02 pm on March 27, 2016 Permalink | Reply  

    Widened sources on Google News with China Daily, Xinhua, CCTV-America, Helsingin Sanomat. Default English Canada oriented towards Canadian and U.S. news duplicates my daily reading of Globe & Mail in Toronto. Want the “suggested for you” section on my Nexus Android phone to give more news and less entertainment.

     
  • daviding 10:13 am on March 22, 2016 Permalink | Reply
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    2016/03/22 08:30 “National Town Hall”, T-Summit 2016 

    #tsummit2016 New models in higher education with @_ChristineOrtiz (MIT) Richard Miller @OlinCollege

    This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted by David Ing.

    T-Summit 2016, Transformational Approaches to Creating T-Shaped Professionals, National Academy of Sciences Building, March 21-22, 2016

    Moderator introduction by Jim Spohrer, IBM

    Moderator: Katherine Frase (IBM), VP of Education Business Strategy

    • IBM’s second moon shot, should see more Watson in education

    Panel about new models in higher education

    Panelists:

    • Christine Ortiz (MIT)
    • Richard Miller (President, Olin College of Engineering)

    [Christine Ortiz (MIT)]

    “The Research University in the New Millennium”

    Youtube video from SXSWEDU last week https://www.youtube.com/watch?v=aYlXObCah5Q

    Four components:

    • Flipped curriculum, no classrooms
    • Transdisciplinary research, not departments
    • Powered by technology (developing by Jason Chuang)
    • Societal platform, university more embedded in society

    Looking holistically, systemically.

    A personalized flipped curriculum

    • Student comes in, has a project-based core
    • No distinction between undergraduate and graduate
    • All content pushed online
    • Use open educational resources (in early days, looking at 4 to 5 years to launch)
    • Want university to be embedded in the university and society:  students are freed up to engage outside of the university
    • Virtual knowledge scaffold as personalized
    • T-shaped student:  how to integrate personal and professional capital with F2F project core, virtual knowledge scaffold and ecosystem

    Building platform for virtual metacurriculum

    • Allows more personalized learning pathways

    Rather than a T, thinking of the Tree-Shaped Students

    • Computationally-assisted precision curriculum design, throwing out disciplines
    • How to design all of the branches of the tree for an emerging body of knowledge
    • Can unbundle, curate
    • Challenge:  national framework for open educational resources, advocating for that
    • Want to build the design process for students
    • Faculty would be curating and approving with external stakeholders

    Examples of potential transdisciplinary learning pathways

    • e.g. intelligence = cs + math + physics + bio/bcs + ee+ hass
    • Looking at course-based undergraduate research, to structure younger students and move them to self-directed
    • Could have thousands of templates in pathways
    • Would like to build a database of open educational resources

    From MIT, three programs to be integrated:

    • Students can go in and out
    • Had started 3 years ago in Israel
    • Project-based class, students working with team with companies in Israel
    • How to integrate social, cultural, historical with technology on the ground
    • Would like to have embedded

    At MIT, large center Alfred P. Sloan University Center of Exemplary Mentoring

    • Want mentoring to be primary in pedagogy
    • Cross-cultural cohort mentoring

    At MIT, Engineering Leadership Curriculum, to leading creative teams

    • Project-based, hands-on
    • Guest lectures
    • Self assessment
    • Case studies
    • Would like to integrated in project-based core

    [Richard Miller (President, Olin College of Engineering)]

    Was the first employee of Olin College in 1990

    • Were 4 founders, philanthropists, but none were engineers or worked in higher education
    • No tenure, no tuition fees, things having an expiration date

    Did as an experiment at 2001

    • Brought in 15 boys and 15 girls, who lived on construction trailers while campus was being build
    • Called them partners, they weren’t students
    • Did experiments every 5 weeks
    • Designed experiments to fail, can’t design to fail in real schools
    • Learned: kids are way more capable than you expect
    • Things don’t happen, because universities structure to prevent failure

    What could you remember from your undergraduate education?

    • Little, except the project done in senior year
    • So, then have to have 2 years of calculus and physics before?
    • Gave them a challenge:  5 weeks to create design the sensor that put on the finger, start with the patent literature
    • Get the information, make it work
    • At the end of 5 weeks, we’ll kill this, and find out where people got stuck
    • In 5 weeks, they had it working
    • Brought in the hospital version, calibrated, both did the same thing

    Learned:

    • No, don’t need 2 years of calculus and physics to pick up a wrench: A lot of technological advances didn’t require theory
    • Exceeding own expectation made them 2 feet taller, had a can-do attitude (as compared to the first year math death march)

    If you’re starting something new, don’t be afraid to experiment

    Learned from Howard Gardner:

    • Intelligence has 7 types
    • More with context and narrative, then mathematics
    • Developed a new definition for an engineer:  imagines what hasn’t been, and then do with it takes to make them
    • Engineering is more about vision, than about mathematics

    Every February, NSF proposals

    • Just-in-case engineering

    Was a trustee at Babson College

    • They use the word innovation all of the time, without science, no NSF grants

    Innovation as about doing things and framing things, that it changes the way people live

    • People can’t imagine how the world was, before that
    • e.g. credit card
    • e.g. iTunes, doesn’t include Nobel prize in physics

    A graduate is high up in leadership of Facebook: sells and opportunity to tell your personal story to people you care about

    • You become important in someone else’s life
    • Maslow:  belonging
    • Facebook allows us to do this when it’s otherwise inappropriate

    To be an innovation today, need more than math or science

    • Go beyond knowledge to address attitude, values and motivations
    • Piaget:  what’s left over
    • Not just teaching calculus, teaching attitudes values and motivations

    Frase:  role of art

    • Decade of design, importance to motivate
    • Olin was there already

    [Katherine Frase]

    P-tech program

    What about employable skills, what happens in 2-years colleges and higher high school

    P-tech in NYC

    • School in Brooklyn, so bad, city let IBM play
    • Partnered with CUNY, 6-year program
    • IBM promised to interview with
    • Not a charter school, it’s someplace local
    • Principal believed in students
    • Courses could take Gen-X and technology

    First group of students has now graduated

    • Can-do attitude

    Answer is not that industry should take over education

    • Most education still done by professionals in school

    Model now picked up in Chicago, Connecticut, Australia

    • Ties together pathways to employment and pathways to employable skills
    • Not everyone should be on an IT path
    • However, not just a T-shaped engineer will need soft skills, everyone will need some computing and data skills

    [Questions]

    When we blow up the traditional structure, what do we do about accreditation, what the diploma says, and how they get interviewed for a job.

    • Richard: For first 5 years at Olin, got this question from parents
    • Can’t accredit until the first students graduate
    • In the end, Olin was accredited
    • Have reinvented curriculum 3 times before the first class graduated
    • Accreditation board:  define mission, define outcomes you expect, define process, then feedback to continually approve
    • Christine:  A model at UT Austin
    • MIT has been approved for micro-masters
    • Converting from MITx into credits
    • Doing it from beginning
    • Will probably not have accreditation for the first parts
    • Will probably do what Olin did

    How to maintain, from broad portfolio of educational options, now everyone wants to be engineer or do math.  Where does it fit in higher education suite?  What about students that only want to study one thing.

    • Christine: some elements transferrable
    • Focus on science and technology (technology in the broadest sense, with technology and humanities and social scientists)
    • Innovations that could be transferrable
    • Thinking about how to bring down costs
    • Our specific focus in on science and technology

    How can we can’t find engineers who walk and chew gum, take 3 years to train.  EC2000, Engineer 2020.  Part that seems to be missing is corporations.  There are 20 companies (like IBM, Dell, Cisco) that get this.  If you have to start the conversation, you won’t get there.

    • Richard:  Can only teach what you know.
    • If start from individual performance (towards a Nobel), don’t know what it’s like to teach in a group
    • Change the way Ph.D.s are prepared
    • Bring students into a candidates weekend, put them in groups of 5, they’ve never met before
    • Evaluated on attitudes, values and motivations
    • Need to capitalize on the people around you, and the people around them
    • Universities need a comfort level around this
    • Engineering is almost unique in the way we ignore experience in industry
    • Faculty in medicine get most of the pay in clinics
    • Law school faculty have mostly passed bar, dean
    • How many engineering deans came from industry:  much closer to science than to professions
    • Christine:  MIT has committee structure
    • How can industry be involved at the more granular level:  faculty creating pathways and endorsing curriculum
    • Want more pathways relevant to industry
    • e.g. crowdsourcing and social media
    • Can we do this using technology?
    • For every pathway, there are many more sub-pathways, for different job areas
    • Some companies are using machine learning to analyze job descriptions and roles
    • Thinking about how we use technology to do this

    UNC Charlotte trying something similar, but different.  Engineering, Ph.D. then 15 year in an architecture department, studio.  Problem was it doesn’t scale up, need a relationship with students.  UNC Charlotte gets a wide range of students.  Starting from private, not public?

    • Richard:  started a new institution, but only because scale of change not welcomed
    • First partner was U Illinois Champaign, 40,000 students
    • Have worked with them for 3 years, have integrated into the first 2 years
    • Book: A Whole New Engineer http://wholenewengineer.org/
    • Even U. of Illinois is selective, not open enrollment
    • Last 2 year working with U. Texas El Paso, open enrollment, 2/3 Hispanic students
    • They’re taking elements, and getting results
    • Methods will be adopted at all levels, not just elite
    • Christine:  Have been looking at UT Austin, scaled up to 900 students, tiered model: undergraduate, graduate, faculty
    • Graduate education model, MIT
    • Have had architects, like studio interaction, drawing interaction

    Have faculty sit in the classes they assign to the students

    • When you hire new faculty, make sure they work in teams with people from other disciplines

    x

     
  • daviding 4:18 pm on March 21, 2016 Permalink | Reply
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    2016/03/21 17:00 Phil Gardner, “Closing Comments”, T-Summit 2016 

    #tsummit2016 Closing comments by Phil Gardner @Philceri, Michigan State U.

    This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted by David Ing.

    T-Summit 2016, Transformational Approaches to Creating T-Shaped Professionals, National Academy of Sciences Building, March 21-22, 2016

    Introduction by Jim Spohrer, IBM


     

    Issues in writing monograph

    Little consensus on the definition of the T — still after 10 to 15 years

    • Deep in a discipline, don’t know:  deep in learning, not just memorizing; have to create new knowledge
    • Can’t have deep knowledge without deep learning

    Systems:

    • They really like the systems piece
    • But if show them the IBM systems — they want to know how organizations work as a system; then how to solve the problem in a system
    • IBM goes deeper, with service systems
    • Getting people to think in multiple layers of systems

    Skills:

    • Garbage dump for people that don’t know where to put things

    Without definitions, precede classification, to analysis, to creative solutions

    • Have jumped, problem with commonality

    30 years talking about the skills gap, and the T is much deeper than that:  we’re looking for a whole different type of person, not just skills

    Did that to put a man on the moon; and the 1950s in manager

    It’s the creative adaptive innovator

    • People have to adapt constantly

    Dan Mandel, MIT robotics, disruptions in the job market:  constant technological disruption

    • Change the technology, change the task, change the nature of the people on the task, change the person
    • Mindset, personal skills

    Some people say that we’ve always had T

    However it’s unique, in three ways:

    • Systems
    • Boundary-spanning skills
    • The me:  they have to understand themselves, putting everything on the line where sharing with people not like you.

    Stenson will speak about that:  the me is awareness that the way you are, in the way of others

    • Awareness in acting with others
    • Confidence
    • Rise to challenge
    • Courage to fail
    • Purpose:  are you curious, on your own
    • Emotional maturity
    • Act with passions

    Need a totally new mindset

    Students get it:  they get to share their vulnerabilities

    • Being to able to understand themselves

    Herbert Simon, in last paper before his death:  AI and entrepreneurship

    • Know what you know
    • Know who you know
    • Know yourself
    • If you can’t know about those, you’re really going to struggle
     
  • daviding 3:58 pm on March 21, 2016 Permalink | Reply
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    2016/03/21 15:30 “International Perspectives Panel”, T-Summit 2016 

    #tsummit2016 Government panel chaired by Monique Morrow, Cisco/ISSIP President

    This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted by David Ing.

    T-Summit 2016, Transformational Approaches to Creating T-Shaped Professionals, National Academy of Sciences Building, March 21-22, 2016

    Moderator Introduction by Jim Spohrer, IBM

    Moderator Monique Morrow, Cisco/ISSIP President

    Panel:

    • Brian MacCraith, President Dublin City University, Ireland
    • Graham Doxey, Knod Network
    • Desiree van Welsum, Innovia Strategies
    • Andre Riecher, European Commission

    [Monique Morrow, Cisco/ISSIP President]

    Digital transformation:

    • Exponential change

    TQ:  Technology Quotient?

    Refugees, migrants

    Kathryn Sullivan, NOAA, former astronaut:  Be T-shaped

    [Brian MacCraith, President Dublin City University, Ireland]

    Dublin City University joined the T party 5 years ago

    • University of Enterprise, proactive engagement
    • First year 1980
    • 16,000 students
    • Ireland’s fastest growing university

    Purpose to enable students to flourish in the 21st century

    Generation 21 program

    • Interview employers, they were happy with disciplinary, but missing …
    • creative and enterprising
    • effective communicators
    • solution-oriented
    • globally-engaged
    • active leadership
    • committed to continuous learning

    Students get an e-portfolio, fill in their informal learning

    • 80-85% of students do 2 to 6 month internships
    • 6 month after graduation, 93% of students are employed

    Entrpreneurship:

    • 2013 Ireland’s first student accelerator UStart
    • Europe’s first Ashoka (social innovation) program
    • Hackathon

    Digital Innovation Creativity Enterprise see http://dcubsblog.dcu.ie/rolling-dice-digital-innovation-creativity-enterprise-dcu-business-school/

    DCU Enrich, Postgraduate Student Programme, since < 10% end up in academia

    Work in progress, but employers telling that it’s worthwhile

    • Need T-customization, depending on discipline (some focus on downstroke)

    [Graham Doxey, Knod Network]

    Eliminating the education to employment gap — a mission

    It’s a skill gap, not a job gap

    • 21st century is the ability to do
    • Confidence is a currency, based on experience

    Quote from Jim Spohrer:  at IBM, would rather hire a failed entrepreneur, over a graduate from any program

    Another quote:  We hire for the technical skills, but we fire on the soft skills

    Students enroll in experiences, rather than courses

    • Focus on Africa and India
    • Students get a job before they graduate
    • Employers get an employee pipeline

    Dr. Jorg Drager:

    • Digital revolution in education is about people, not technoligies
    • Pedagogy first: invest in people, not devices

    Targeting people who can’t get to higher education

    Biggest problem for IBM and GE was in Nairobi

    • Started with student in Nairobi

    We will teach people how to swim, but companies may require scuba diving

    • Project-based research inside companies

    JoyWo (Joy for Women, in Nairobi)

    • Have 77 of their kids in their the program
    • Satisfaction 90% to 100%

    [In UK, freeformers:  people 16 years old, Prince’s Trust, no secondary education, they ask what you’re passionate about]

    [Andre Riecher, European Commission]

    First heard about T-shaped people in the late 1990s, then dot-com crash

    • Then 2003, Nicholas Carr, IT doesn’t matter

    Established a group to understand

    • 70% of industry said academia wasn’t producing the people they wanted, while academia was satisfied

    Developed a single reference framework for IT competencies, already had in Italy, Germany, etc., but national focus

    Needed a traditional body of knowledge, so could define what to be taught

    30% of women who join an IT program, drop after 6 months

    Less than 50% of IT people in EU have an IT degree

    Code of conduct and ethics

    How to manage digital transformation?  Conceptualize leadership with INSEAD, in two reports:

    • Shaping the ground
    • Digital transformation

    T-shape in E-leaders

    [Desiree van Welsum, Innovia Strategies]

    Work from OECD, World Bank

    Jewel skills, much like T-skills

    Skills as a way to reduce income equality

    Digital dividend:  in addition to digital infrastructure, skills

    Tradeability of skills across countries

    • Threat of robotics: 40%
    • Threat of jobs from another country:  20%

    Michael Mandel, estimate of the app economy

    • Most companies also have apps
    • This creates secondary jobs from technical skills
    • Development of remote activities, upskilling people

    Policy issues:  Whose responsibilities is it to train these people?

    • Contract economy, Uber
    • Companies don’t want to train, as skills are fungible, to go to other companies
    • For individuals:  for remote locations?

    MOOCs underutilized

    [Questions]

    What is the future of the enterprise?  Maybe now swarming organizations.

    • In WWII, had to find more generals, as they old weren’t qualified
    • Need to be more agile
    • Sharing economy:  small now, potential to be much bigger.
    • Uber doesn’t own any cars; AirBnB doesn’t own properties; Facebook doesn’t own content
    • Regulation?
    • May have policy-makers over-regulating or too soon.
    • Blurring of manufacturing and services:  e.g. Komatsu construction machines, selling services of machines, as well as information from the machines
    • 60% of IBM employees are mobile:  then online learning, since 80% of time is engaged online.
    • The day that companies understand that they control the quality of the education will be like a Skynet event.
    • Could universities become irrelevant?  Governments should respond.
    • Quality of the education system can’t be more than the quality of the teachers.
    • How bring people up from data, information, knowledge, wisdom. l

    Colleges in the U.S. are satisfying IT skills.  India? Want 24 hour R&D.  How to break down barriers.

    • IBM last year hired 2000 in one job class, and they need to hire 12.500; their knowledge isn’t strong enough, need master’s degree level
    • Undergraduate is harder, easier to start with someone who has a degree
    • Parents in India won’t allow them to do anything but get the degree, even if the degree doesn’t mean anything
    • Can do experiential learning.
    • Annual increase in population in India is the size of Australia, they can’t build the buildings fast enough, so have to go to e-learning.

    Transformation inside organization.  To transform education, could have collaborative economy.

    • Knod was described as the Uber of education
    • MIT SoL:  nano-degrees?
    • Hackathons

    Disruption?

    • Estonia is the best example of e-government, they made decision to invest in IT.
    • Need political will
    • Rwanda, Colombia, need will
    • Erik Brynjolffson, elephant in the room
    • Complaints that can’t find data scientists, but it is the same complaint that can’t buy a BMW for $100

    Role of face-to-face in broad skills?  Empathy and communications online?

    • Knod has 90% retention, technology is used to connect humans to humans
    • Can produce empathy, teamwork, leadership through experience
    • Can’t do it through traditional online of showing screens and absorbing
    • However, if there’s a team, engaged every day, and getting coaching, they’re having experience through technology
    • Digital etiquette: can see slides, allow people remotely to communicate
     
  • daviding 2:00 pm on March 21, 2016 Permalink | Reply
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    2016/03/21 13:30 “Government Panel”, T-Summit 2016 

    #tsummit2016 Government panel chaired by Emily Stover DeRocco

    This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted by David Ing.

    T-Summit 2016, Transformational Approaches to Creating T-Shaped Professionals, National Academy of Sciences Building, March 21-22, 2016

    Moderator Introduction by Susan Sloan, GUIRR

    Moderator Emily Stover DeRocco, E3 — Engage Educate Employ

    Panel:

    • Elliot P. Douglas, Engineering Education, National Science Foundation (NSF)
    • P. Kay Lund, Division of Biomedical Research Workforce Programs, National Institutes of Health (NIH)
    • Mary Ann Pacelli, Manufacturing Extension Partnership, National Institute of Standards and Technology (NIST)

    [Emily Stover DeRocco, E3 — Engage Educate Employ]

    We understand T-skills

    • We’re working within our sectors (business, education, government) to teach and learn

    However, monumental changes in fourth generation workforce, and changes in technology

    Can traditional institutions keep up, or do we need to expand capabilities?

    [Elliot P. Douglas, Engineering Education, National Science Foundation (NSF)]

    “REvolutionizing engineering and computer science Departments (RED), at the undergraduate level”

    Education Research Centers at the graduate level

    RED:

    • Target point was the core in second and third year, remembering what you did in your first year, at the capstone in the fourth year
    • Students don’t have a single domain problem to solve throughout
    • Also, community college programs have transfer (bypassing first year) into the core, so even have a worse preparation for practice

    How to prepare students for practice?

    Revolutionary structural change:  all flipped classes isn’t enough, etc.

    • One university got rid of classes, have modules and cross-cutting pieces
    • Connecting students across years
    • Connecting to companies
    • Social justice

    Engineering Research Centers:

    • Had 30th anniversary of ERCs, 3rd generation structure
    • Research for discovery / innovation (research leading to innovation)
    • Educating

    Developing graduate students beyond basic skills:  how to advance technology, entrepreneurship, innovativeness

    • Curricula, programs, certificates

    [P. Kay Lund, Division of Biomedical Research Workforce Programs, National Institutes of Health (NIH)]

    “Training to the T”

    What is the workforce in biomedical?

    Need to be training multidimensional scientists

    • Diverse groups working together
    • Don’t want to extend training period, scientists taking longer to graduate
    • Team science:  how to reward everyone, have them communicate

    NIH has invested in the commons fund in BEST (Broadening Experiences in Scientific Training) so that they know paths other than academic

    • 17 programs
    • Testing different models
    • Tend to be at university programs testing different ways, who will report on success of pathways:  small cohort model; broad exposure model; alumni mentoring model
    • Evaluation of participation, what they’ve gained

    Strategic training to the T

    • Responsibility to suggest to students that they think about whether the program is right for them, in their career goals
    • Ph.D. student discussions with mentors, about whether there are careers outside academia
    • Professional societies are important, look beyond academia
    • Plan the network ahead, convey the joy in science
    • Big data is here, scientists with engineers

    New NIH training web site:  researchtraining.nih.gov

    [Mary Ann Pacelli, Manufacturing Extension Partnership, National Institute of Standards and Technology (NIST)]

    Hollings Manufacturing Extension Partnership help companies to do more

    • 28 years old
    • Funds extension centers 501c independent of government, in all states

    [Emily Stover, DeRocco, E3 — Engage Educate Employ]

    “National Network” of business and industry, platform of Business Roundtable

    • Bring together trade institutes
    • Represent 75% of new jobs between now and 2020

    Work:

    • Identify competencies and credentials that lead to work
    • Competency-based hiring practice
    • Work and learn opportunities

    First order of business was to define a common employability skills

    • Personal skills
    • People skills
    • Workplace skills
    • Applied knowledge

    Whose responsibilities are these?  Were of family, faith-based, community, but they’re all not there anymore

    So, how low do we go?

    • Employers aren’t finding these basic common employability skills

    Common IT Employability Skills:  not a T anymore, they’re foundational

    [Questions]

    Accreditation?

    • Education systems in engineering is traditional
    • Academic believe that we need to teach basic skills, programs are packed, and there’s no room in programs
    • RED challenges institutions to think completely differently
    • Book:  The Learning Paradigm College
    • EC2000 revisions: taking a step backwards?

    Change in computer science?  They’re not getting hired that way anymore, they’re into professions.  Societal benefits of computing?

    • Work and learn opportunities

    Learning on project basis, people building portfolio of projects in careers.  e.g. material science

    • Challenge to use both the institutions of learning, and opportunities to take career experiences
    • Dancing around tech shops and maker spaces where learning can take place, people don’t know about this
    • Branding issue with parents in areas of great growth
    • Don’t want to prepare for last year’s jobs
    • Siloing of academic departments

    Discipline as a collection of courses.  New Carnegie unit should be shorter.  Departments are constraining.  Flip faculty, ownership of courses needs to be broken down.  Being an expert can get in the way of creating collective courses.  Can’t do this incrementally.

    • Have been talking about getting rid of a Carnegie unit for some time.

    Librarians wouldn’t have come up with search, Google would.  Apple will revolutionize television.  Can’t get to change with a feudal system.  Study ecosystems that have already had success.

    • Startups that need an ability to fail before they succeed are counter to the public-private systems where failure isn’t an option.

    Emerging leaders, housed at AAAS.  Power differential for students at universities.  How might federal funding encourage students to take advantage of federal funding opportunities?

    • NIH is encouraging grad students and postdocs for travel funding.
    • IDP.
     
  • daviding 11:40 am on March 21, 2016 Permalink | Reply
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    2016/03/21 10:55 Service Innovation Track, T-Summit 2016 

    #tsummit2016 Track on Service Innovation featuring talks by Gerhard Gudergan and @JimSpohrer

    This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted by David Ing.

    T-Summit 2016, Transformational Approaches to Creating T-Shaped Professionals, National Academy of Sciences Building, March 21-22, 2016

    Welcome by Yassi Moghaddam (ISSIP), David Christman (Cisco Systems)

    • The Transformative Power of Service Innovation for Digital Transformation, Gerhard Gudergan, ISSIP and RWTH Aachen
    • Platforms to Engage Students on Real-World Business and Societal Challenges, Jim Spohrer, IBM
    • Panelist: Andrew Allen, University of Illinois
    • Panelist: Thomas Kehler, CrowdSmart
    • David Christman, Cisco Systems

    Yassi:

    • In a world where data is the new oil, everything is services
    • ISSIP

    The Transformative Power of Service Innovation for Digital Transformation, Gerhard Gudergan, ISSIP and RWTH Aachen

    RWTH Aachen Campus:  one of the biggest T-shaped initiatives in Europe

    • High tech campus at technology university, recombine around problems in industry:  healthcare, industrial revolution
    • 2.5 square kilometers, $2 billion EUR private investment
    • Idea to be attractive enough to attract people

    Center Smart Services at RWTH Aachen Campus

    • Smart infrastructure
    • What is an intelligence solution, or a smart service?

    What is an intelligence solution, or a smart service?

    • Augmenting human capabilities
    • Develop methodologies:  room and space for innovation:  new production technologies and services

    Now in department of digital transformation

    Transformation?

    • Mindset?  Values, structure of individual and organizations evolving to, before getting to products and services?
    • Moving to new foundations?

    Transformation as massive change in pattern in the way companies, things, change

    • Disruptive, otherwise stepwise

    Companies trained to be successful in the 20th century won’t survive the next 20 years

    History of innovation management:

    • 1. The individual inventory: e.g. Tesla
    • 2. Innovation laboratories and departments as corporate functions, making innovation as perfect as possible
    • 3. VC-financed ventures
    • 4. Orchestrating

    Transformation of production and supply

    • New communications and collaboration enable service dominant business
    • Companies not delivering same products, repositioning as new value partners, new roles / positions as solution providers rather than part delivering
    • Service science, service dominant logic

    Power by the hour

    Farming:  Claas, transforming business lines

    • Products, then added services, then machines with preventive maintenance
    • Doing again and again means understanding harvesting production
    • Machines assemble data, connected via GPS for location to know amount of agricultural goods
    • Maps are in the database:  a source of a new business model
    • If know about harvest, can talk to farmer about fertilizing, e.g. not putting everywhere, but where needed
    • Moving to a purely information-based business
    • Can do this with other industries, as well

    Claas moving into platform-based business models

    • With insurance companies and consulting business for the agricultural-based industry

    Challenge 1:  Transforming from a traditional supplier model toward a database-based service model, need T-shaped people

    • Shift of mindset

    Challenge 2:  Eco-innovation in inter-company and interdisciplinary teams

    • Collaboration skills
    • From program innovation to eco innovation in networks

    Challenge 3:  Moving from existing knowledge into white spaces

    • From information you know
    • Entrepreneurship, risk-taking
    • Still have to manage core business

    Challenge 4:  Speed

    • How to help traditional companies to move,
    • Not Google, Yahoo and Facebook, but the 80% of companies in the other economy

    Classical sequence in service innovation

    Innovation for a stable future, versus a disruptive future

    • Need practical heuristics, rather than algorithms

    Framework based in literature, and work with ISSIP, on cases of innovation management

    • Tried to map out articles for patterns
    • 1. Exploration
    • 2. Evaluation
    • 3. Development
    • 4. Realization

    Service Innovation Blocks:  ways to reconfigure knowledge in service innovation methods and tools

    3rd layer:  Add methods along classification and navigation

    Have done this, and are now refining

    [Questions]

    How to measure the results?

    • Currently conducting interviews
    • Ford, Siemens, Volkswagen, Cisco, IBM
    • Validating methodology
    • Challenge:  can’t validate after applying it

    Platforms to Engage Students on Real-World Business and Societal Challenges, Jim Spohrer, IBM

    In room, tapestry of man with globe, not well known

    • Picture of man with map behind him

    In 20 years, if we all came back to this room, the more recent picture would like as strange

    In 20 years, we’ll all have cognitive assistants that will have access to the world’s information, that can interact with natural language

    • Will want clothes with nano-supportive equipment to stand up
    • Won’t need smartphone, because will be built into clothes

    How do we prepare our students for the future?  Need something new

    • Service innovation building blocks will enable innovating

    Meeting with Nick talking about T-shapes was out of the first Service Science meeting

    • Need to be T-shaped to be innovators

    Invitation to submit 4-page abstracts for T-shaped book

    • Smart service systems not enough?  How about wise service systems?

    Universities as the startup engines of their regions, see http://service-science.info/archives/3681

    • Platforms that help create T-shaped individuals (on blog)
    • Uber is a platform for a transportation service
    • 9-sigma
    • Crowdsmart
    • Mindsumo
    • Springtheory
    • Skyld
    • Demolo

    How do we get students and faculty working on innovations together?

    Question:  innovation institutes at universities?

    • They tend to be local


    “The World Does Not Care What You Know:  Developing T-shaped Students”, Andrew Allen, U. of Illinois Champaign-Urban

    Moremarbles.com and universityconsulting.com

    Thought learning in higher ed was boring, wanted to learn by doing

    One customer was U. of Illinois, have been acquiring assets of company over the past 4 years

    Illinois Business Consulting

    4000 students, making systemic changes

    When thinking of learning by doing, want to see Illinois at the top of the list

    Learning-by-doing:  experience is the best teacher

    • Hard to say that out loud, when surrounded by teachers
    • e.g. leadership, how can you learn by reading it, or doing a case study
    • e.g. resolving conflict, can you do that without conflict?

    Exercise:  breathing is a reflex action, we do this without thinking

    • Holding breath, CO2 builds up
    • Difference in experience when holding breath

    McKinsey:  are young people prepared for the job market?

    • Institution 72% say yes
    • Youth only 44% say yes
    • Employers 42% say yes

    Universities have been resisting disruption

    Blockbuster to Netflix

    Classroom: stadium seating to today (the same, seats with more padding)

    What do schools reward?

    • Research, publications, grade, test scores

    Employers are looking for something different:  NASON, GMAC

    Academy is off in its own world

    There is a way to synergize

    Thomas Friedman:  The world does not care what you know, it’s all on Google.  The world only cares and will only pay for what you can do with what you know.

    Illinois Business Consulting:  a skunkworks

    • Extracurricular
    • Largest university consulting program
    • Get interviewed, placed on team
    • Could be new undergraduate, plus MBA, plus Ph.D. chemistry
    • Don’t get paid, or credit, still turning away 5 of 6 applicants
    • Work a lot with agriculture companies, who made money on products, moving towards data and services
    • We want to know what the farmer of the future will look like, 20 years down the road
    • Team did interviews, Tableau
    • Found farm ownership not changing much, they’re not selling the farm
    • Who’s managing?  New opportunities, drones and beyond that
    • Agricultural land value has gone up, even during recession, and private equity knows that

    Project in energy and utilities, smart metering

    • Interviewed utility companies

    Students will present to C-level teams

    Outcomes, assessment?

    • Maybe too much on assessment, should look at outcome
    • Students see leadership skills, got me a job
    • When students talk about IBC, that’s all they talk about
    • Higher starting salaries, get promoted faster

    Learning model:

    • Learn
    • Do
    • Reflect
    • Become

    Start at end with outcome:  what should the students get, at the end?


    “Adaptive Learning in T-Shaped Organizations”, Tom Kehler, Crowdsmart

    Am in a startup that helps startups startup:  CrowdSmart

    • Link startups to prospective investors
    • Integrating broad reach

    Technology platform to brainstorm:  intelligent AI-based facilitator

    • Listen
    • But then what is the top idea?
    • Tradeoffs:  get behind one idea

    Blending human and AI to make predictions

    • Stimulus, idea
    • Goes into an idea nursery
    • Rinse and repeat until converges

    Takes qualitative information, and changes it into rankings

    Have used technology in two organizations

    • Could predict tv show ratings, new product success
    • Now, predicting success of startups

    It’s a Net Promoter Score

    • Would you recommend this to a friend, or a colleague?
    • Positive 9 or 10
    • Neutral 7 or 8
    • Below 6, subtract, so it’s possible to have a negative score

    e.g. real estate company taking large investment into smaller investors

    Apply adaptive learning in some scalable form

    • Collective intelligence:  if have a group of investors with experts, will have greater success
    • Want to listen broadly to market

    Panel:  Yassi Moghaddam (ISSIP), David Christman (Cisco Systems) Gerhard Gudergan (ISSIP and RWTH Aachen) Jim Spohrer (IBM), Andrew Allen (University of Illinois), Thomas Kehler (CrowdSmart)

    [Questions]

    Have been talking about institutions.  If we’re looking at success, see regions e.g. Singapore, ecosystem.  Don’t see this within the U.S., although have Silicon Valley.  Can we make Illinois like Taiwan?  Beyond one university, to 100 universities?

    • Andrew: How to create more linkages to a larger ecosystem?
    • Opinion:  Government approach would be create a policy.
    • The reason Illinois Business Consulting was successful was starting small, and growing organically.
    • 350 students on campus of 44,000
    • Business school has 4000 students:  can we scale this?
    • Trying to create a framework to allow this to happen
    • Define end competencies, then fit in curriculum
    • Think has to happen organically, and then tie together

    Creating T-shaped people, at IBM, want people who can communicate, but everyday are on call with China or India.  How are you thinking about platforms that can work on multicultural teams, across geographic boundaries?

    • Thomas: Are doing for an audience:  innovation centers
    • Also in service to IBM Global Innovation Program
    • Amazon for startups, rating and scoring platform

    Setting up experiences.  Olin College, Harvey Mudd.  Experiences funded by corporations, funded through bachelor degrees?

    • Andrew:  Those are excellent
    • What we’re doing is not new
    • Anything where we link companies to projects is good
    • Now talking about integrating:  students get involved in clubs, classes, but students aren’t linking them together to see how they’re becoming

    ISSIP:  Matching students with industry in mentoring.  Challenge in getting industry to participate in mentorships

    • Andrew:  mentoring is difficult, it’s hard to execute
    • Meeting every week and having a relationship is tough
    • Students who have gone through the program feel they owe something back, feel some loyalty
    • Industry wants to get involved, but it’s hard for them to figure out how to do that, in universities that are siloed places

    There’s 20 corporations that understand this.  UIDP has 40 companies, then don’t know what to do.  Blame the private sector.  Fix the HR system, where it takes 3 years for people to come in and understand.

    • DJ:  At Cisco, don’t do anything with universities in that way, but if you’re an intern, do have mentoring
    • Organization, how to navigate the organization
    • Jim:  HBR:  Difficulty that students have getting an internship, compared to 20 years ago.  The value of a network outweighs the degree.  If you show you worked on real world problems, easier to get a job.
    • Have to ensure that students have a network.
    • Need a sea change
    • Gerhard:  mentoring is common in Germany
    • Tremendous effort, but highly valued by companies
    • It’s a means to preselect employees
    • Yuriko:  Japanese government encouraging industry
    • Introduction between university and companies requires a lot of people
    • Jim: NSF benchmark models on best teams, but need a transformative shift?  If can’t find a single company that will mentor, is something wrong?
    • NSF can catalyze change: e.g. undergraduate biology, over the past 10 years with AAAS, where students learning 20th century while employers need genomics — seeing shift
    • Lots of partnership
    • ICore-L for learning, get small partners and then scale
    • Having all students take advantage of ecosystem
     
  • daviding 11:35 am on March 21, 2016 Permalink | Reply
    Tags:   

    2016/03/21 10:20 Brad Lukanic, “Innovation Around Us.  The Ecology of Think + Create”, T-Summit 2016 

    #tsummit2016 Brad Lukanic rapid TED-style talk on Innovation Around Us.  The Ecology of Think + Create

    This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted by David Ing.

    T-Summit 2016, Transformational Approaches to Creating T-Shaped Professionals, National Academy of Sciences Building, March 21-22, 2016

    Brad Lukanic, Exeuctive Director Education, Cannon Design


    Innovation Around Us.  The Ecology of Think + Create

    • Will have a workshop later

    10 stories

    Pixar has made a lot of animations

    • Started in computer business
    • Started doing short animations to sell their product

    Pixar Shorts:  company evolved

    • Something new emerged

    T-shaped organization, and the individual20

    IoT:  50 billion devices by 2020

    Look at the work with fresh eyes

    • Map of world in light pollution; scientific citations

    Opportunity for imagination and reinvention

    Dreamers and creators

    Map of social media strategy transit map:  moments of intersections and collisions

    10 stories:

    1.  GE:

    • Vision 2020
    • Closed innovation concept (research to development) to open innovation coucept (from outside the company)

    2.  AT&T

    • Resilient, acquiring Direct Tv
    • Four AT&T Foundry:  places to connect, bring together cohorts of individuals

    3. Kaiser Permanente:

    • Not just acute care, but also preventive care
    • Diagnostic imaging
    • 10 million members, pushing to preventive care
    • Permanente Center for Preventative Health
    • Thrive program
    • Designing for joy, in helath delivery center
    • Starting Kaiser Permanente School of Medicine, starting doctors in preventive care

    4. CK, Korea

    • Not just research and development, pods with testing spaces

    5.  Marquette U. partnering with Aurora Healthcare

    • Athletic performance
    • Doctors, teachers, athletes

    6. Under Armour

    • 23 year old started company in basement
    • Apparel into high-performance equipment, now getting into healthcare and wellness
    • Partnering with U. Maryland to create sports medicine, performance

    7. Texas Christian U.

    • Cross-departmental spaces

    8. U. Buffalo, Gates Foundation

    • Four entities into one:  not just hospital, lab, incubator

    9. Lassonde Enterprenueurial Institute, U. Utah

    • Living and residential, with incubator spaces
    • Can do 3-D printing and then upstairs to be

    10. Koe Model School, Istanbul

    • Hubs, not walls
    • Curriculum, not just within rooms

    Quick fire challenge:  a lot of ways of taking in space and place

    [Question]

    Sequential or simultaneous?

    • Many simultaneous, spaces changing rapidly
    • Many examples apart from academia
     
  • daviding 11:32 am on March 21, 2016 Permalink | Reply
    Tags:   

    2016/03/21 09:00 “National Science Foundation Panel”, T-Summit 2016 

    #tsummit2016 NSF panel chaired by Susan Singer, Director, Division of Undergraduate Education, NSF

    This digest was created in real-time during the meeting, based on the speaker’s presentation(s) and comments from the audience. The content should not be viewed as an official transcript of the meeting, but only as an interpretation by a single individual. Lapses, grammatical errors, and typing mistakes may not have been corrected. Questions about content should be directed to the originator. The digest has been made available for purposes of scholarship, posted by David Ing.

    T-Summit 2016, Transformational Approaches to Creating T-Shaped Professionals, National Academy of Sciences Building, March 21-22, 2016

    Panel:

    • Susan Singer, Director, Division of Undergraduate Education, NSF
    • Dean Evasius, Director, Division of Graduate Education, NSF
    • Celeste Carter, Program Director, Division of Undergraduate Education, NSF
    • Richard Tankersley, Program Director, Division of Graduate Education, NSF

    [Susan Singer, Director, Division of Undergraduate Education, NSF]

    When was this NSF Strategic Plan published?

    • “…our National’s need for cutting edge research and world class education standards ….  ingegraiton of reearch ande ducation as one of its four core strategies”

    Was published in 1995

    • So NSF has been working on T-shaped for over 20 years already

    Report on Empowering Adults to Thrive at Work: Personal Success Skills for 21st Century Jobs,March 2016

    • From K-12, through to graduate students

    Enhancing Team Science report

    Improving efficacy

    Grit

    Teamwork and communcations

    Challenge:  how to measure if an individual is acquiring these skills

    • Study now on assessment

    Celeste will speak to work that has been going on in community colleges

    [Celeste Carter, Program Director, Division of Undergraduate Education, NSF]

    Secretary’s Commission on Achieving Necessary Skills, published 1991-1992

    21st Century Skills, Employability Skills

    Hadn’t done this work on community college, now have a challenge with business and/or industry mentors

    • STEM-based solutions for real problems
    • This year: Food, energy and water systems
    • Working through June this year

    ATP:  Advanced Technology Program

    • Developed in response to 1992 Science and Technology Act
    • Focused on community and technical colleges in the U.S., in response to entry-level technical workforce to keep U.S. competitive
    • Education, technical skills and competencies, entrepreneurial skills building

    Basics:  bring us people who can be at work on time

    Strong partnership with industry

    Research is teaching:  supporting undergraduate research

    • A way to get T-shaped people started

    [Richard Tankersley, Program Director, Division of Graduate Education, NSF]

    Managed new NSF training program as T-shaped

    Extends IGERT, around since late 1990s

    • Incentivize more T-shaped scientist, and train students to work in their fields
    • Science and engineering with broad skills
    • Communications training, entrepreneurship, innovation
    • Communicating across disciplines
    • Appreciate how other disciplines can contribute

    Joined foundation in 2012, learned that IGERT was going to be sunset

    • In 2014, able to launch a new training program, successor NRT NSF Research Traineeship program
    • Cross-institution grants, $5M for 3 years, training in interdisciplinary
    • Changes in emphasis:  transferrable skills
    • Most grad students will probably not go into an academic career, but much of training is for academic career
    • NRT program to get broad, transferrable skills, in career pathways

    NRT identified areas of emphasis

    • Data-enable science
    • Now Pi-shaped science, for computational and statistical analyses that can be used to scientific disciplines

    Graduate Research Fellowship program:  10,000 students annually

    Graduate Research Travel program

    Graduate Research Internship Program: GRIP

    [Dean Evasius, Director, Division of Graduate Education, NSF]

    Themes important at summit

    Last year, strategic review at NSF on graduate education

    • Workforce development skills

    2016:  preparing graduate students for the workforce

    Over half of graduate students work outside of the academy, need to work in the knowledge economy

    Another strategic review on Grad Ed

    • Continuation from last year, as so much not understood
    • Will have a report in the coming weeks

    Federal:  committed on STEM education

    • Charge:  design graduate education for tomorrow’s workforce
    • Collaborating with undergraduate working groups

    Why focus?

    • Good for country, economy
    • Also good for science, which is becoming larger scale

    Ligo science:  1000 scientists, over 15 countries

    Human genome project, 1990-2003, involved 6000 scientists in many countries

    • Federal investment was $3.8 billion
    • Economic impact $800 billion

    [Questions]

    Impact in economy.  Innovation economics.  Can we prove that the money being spent would support this?

    • MIT Washington office:  retrospective on economic analysis, done in last 2 years; then another if we don’t invest in the future

    Design Lab has been working on assessing 21st century skills.  How to assess the top part of the T?

    • Asking programs to look into that
    • Had designed into IGERT
    • Question as to whether instruments and tools are transferrable
    • Had focused on specific skills on T, but not on transferrability
    • Must have a rigourous assessment plan
    • One skill required is communication skills, have some good instruments
    • Looking for new innovative approaches for assessment work
    • NRT program has two tracks:  traineeship track, and innovation to graduate education track, targeted pilots, including assessment tools
    • Study now underway by Margaret Hilton, National Academies:  a lot has been developed in research settings, which may not be useful in a broader setting
    • Student motivation
    • Investments in engineering, to measure teamwork and communication
    • Rand group with Hewlett have white papers also pushing on issues of measurement
    • Talking past each other
    • Often conflicting conclusions, as language is different

    All universities are trying to build T-shaped people, through the general education requirement.  Lacking not providing education, but skills and ability to access information from the other areas into the disciplines.  How do we train students so that they can synthesize, and take intellectual risk-taking.  Not about just giving them breadth, but sharing breadth.

    • Agree
    • Example:  biology, philosophy, psychology programs were all aligned, who all gen ed requirement fit together, did in first year of college
    • Then looked in fourth:  were better at how they fit together
    • Mellon funding at Rowland College:  neighbourhood, faculty spend time together to articulate
    • Career centers:  have students articulate what they’re learning, from campus experience into learning

    Tools are there:  AA value for critical thinking.  Have tools, but few faculty use them.

    • Liberal arts colleges using them college wide, and in departments
    • Washington State critical thinking assessment
    • With NSF funding, another critical thinking assessment, can use them in classes
    • AACMU presented at beginning of National Academies
    • Having a synthesis will be critical, want to do something now, just wait for a great tool

    Assessment of skills, but is there work on assessment of methodologies?

    • Aware of this in the NRT program
    • Need to develop knowledge base of methods and approaches
    • Innovation needed

    Experiential learning required

    • ATE program has been looking at different methodologies
    • Tenure and publications at community college isn’t tied to publishing
    • Problem-based learning, case-based learning
    • teachingtechnicians.org

    Student journey:  teachers have to modify, personalize information frequently.  Using Watson to customize education.

    • Need to develop a flexible, adaptive work force
    • Up the ante on digital learning
    • Move not just to changing jobs, but have learning increasing disaggregated
    • One room schoolhouse has a person who would help you integrate
    • While new challenge in the disaggregated world for people using online learning
    • Florida ATE center, cognizant of these pathways, community colleges came together:  flight center
    • Many have adopted this Florida ATE curriculum, that includes industry validation
    • Student churn:  from universities, to colleges, and back — they’ve figured out benefits of this, we may have to catch upNee
    • From 15 years in IGERT program, what student learn is different from that in a rapidly-changing economy
    • Often the training was focused on the trainee, not integrated into research group or advisor
    • Have encouraged retraining faculty, so knowledge doesn’t leave when graduates leave the program
    • Need them to evolve and grow

    On campus, publishing within field.  Reward system on campus isn’t compatible with what NSF is asking.

    • 5,000 institutions of higher ed, and there’s one foundation
    • Are funding some institutions, where see convergent changes
    • Meeting at academies:  some forward moment
    • Same in education
    • At some top research institutions, top people not focused on teaching
    • Some starting to talk about changing tenure requirements to include teaching
    • National Academy trying to drive change through funding
    • Huge challenge
    • Tension also within NSF, which is largely organization along disciplinary lines
    • Shift in thinking, a transition, moving at a deliberate pace
    • Bulk of NSF funding is in disciplines
    • IGERT programs now allowing interdisciplinary, encouraging faculty with dual appointments, some culture change

    NSF-funded program, Art Science Learning: practices taught to artists in formal training (divergent thinking, convergent thinking, iterations, project-based learning).  Findings going towards resilience.  Measurement on prosocial behaviours, project groups solving wicked problems in water, food, environment.

    • Some funding on science and humanities

    40% of students in community college.  Used to be the T-transfer in STEM.  Already practicising top of T.  Time-intensive.  Looking for ways to work in the mill.  Would like to be in incubator.  NSF help?

    • Can talk later

    From perspective worker-bee, not academic.  Discussion with nephew, coming from postdoc in physics in NIST, then protein-folding.  It’s difficult to talk about this jobs:  like that, but don’t box me in.  Are there industries, where able to see some frameworks make into job descriptions in HR, so that people who are hiring aren’t doing one thing.

    • Depends on level of hiring
    • ATE looks at entry level
    • Depends on industry and company
    • A lot of companies don’t want to go to large enterprises, they go to startups that judge them for what they can do
    • Innovation is important
    • If can pitch skills, and think outside of box.  HR could be a problem.  Part of problem is getting past HR, having companies re-educate HR people, people that fit outside the box.

    Assessments.  Same work?

    • ATE does work within career and technical education, starting with teachers.
    • For many years, only dismantled career and technical education.  Now growing.
    • California, has a lot of agriculture, but no career in agricultural information.
    • Noyce program, for developing teachers

    Lots of different boxes that we’re trying to open up.  Box that students themselves are in.  Computer science, students ask why they need to communicate.  Why is it relevant?  What should I care?  Have limited amount of time, 4 years undergrad and 2 years in grad school.  Should start before we get the students.  We try to select carefully.  How to pull together?

    • What sort of credit do you give someone who has been working in Silicon Valley in a large company?  What credit do you give them for learning on the job?
    • ATE:  bring veterans into programs.  How to give credit for branch of military?
    • American Council on Education, on workplace skills
    • Badging:  equivalent, recognized by anyone?  What does a badge mean?
    • Conversation just beginning

    Culture, international collaboration.  Report.  Another report, Creating Infrastructure for International Collaboration.  More people should be aware.  Not only identified problem (lack of cultural awareness).  Assessment.  Educational Testing Services is starting assessments, including on critical thinking.  Competency and engagement, not only with citizens, but also on workplace.

    Breaking down the boundaries?  Christine (on panel tomorrow)

    Christine:  Strategy for NSF.  Fragmented.  National framework for open educational resources?  Critical thinking, uses.  Thousands of flowers, can we make a garden.

    • Have been working through STEM education strategic plan.
    • Starting to develop resources
    • Knowledge exchanges
    • Hope will be in second strategic plan
    • A lot of discussion with OER
    • Complex problem
    • Should get to be more coherent, have a way to go.

    Another NSF program:  conducting research on STEM workforce development.  Opportunity to submit proposals.  Economic impact?  Have a research article in Science magazine on STEM workforce development  ECR program in Educational and Human Development

     
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