#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
- 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
- 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)
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
- 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
- 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.