Showing posts with label Skunkworks. Show all posts
Showing posts with label Skunkworks. Show all posts

Friday, January 24, 2014

Governor Snyder's response to American Competitiveness & Innovation Challenge (Update: Import it!)

Immigrants Seen as Way to Refill Detroit Ranks

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Gov. Rick Snyder of Michigan said he was seeking federal approval of 50,000 work visas solely for new residents of Detroit over five years. Paul Sancya/Associated Press

For Detroit, a city that has watched a population in free fall, officials have a new antidote: immigrants.
Gov. Rick Snyder of Michigan on Thursday announced plans to seek federal help in bringing 50,000 immigrants to the bankrupt city over five years as part of a visa program aimed at those with advanced degrees or exceptional abilities in science, business or the arts.
Under the plan, which is expected to be formally submitted to federal authorities soon, immigrants would be required to live and work in Detroit, a city that has fallen to 700,000 residents from 1.8 million in the 1950s.
“Isn’t that how we made our country great, through immigrants?” said Mr. Snyder, a Republican, who last year authorized the state’s largest city to seek bankruptcy protection and recently announced plans to open a state office focused on new Americans.
Later, he added, “Think about the power and the size of this program, what it could do to bring back Detroit, even faster and better.”
The fate of Mr. Snyder’s particular plan — unusual, officials say, for the way it envisions allotting such visas to a specific city — remains uncertain because federal authorities have yet to receive a formal request. The proposal comes as part of a push in Midwestern cities — including Chicago, St. Louis and Dayton, Ohio — to jump-start growth by attracting entrepreneurial immigrants.
“This is one way you grow the economy,” said Richard Herman, a lawyer in Cleveland who advises cities on such matters and who praised Mr. Snyder’s notion. “The Rust Belt has needed this for decades.”
Mike Duggan, the new mayor of Detroit, who has said he wanted to see an increase in the population within five years, said he backed the idea, as did an array of city leaders who attended the governor’s announcement.
“What seemed like a politically impossible thing in Detroit has changed dramatically,” Mr. Duggan said. “The leadership of this community is united in saying we are going to take full advantage of the governor’s initiative and we are going to make sure everybody understands that Detroit has been historically and is today truly open to the world.”
Still the politics may yet be complicated in Detroit, a mostly black city where 38 percent of people live below the poverty level. “There will be some whose vantage point is going to be: ‘O.K., but what are you going to do to help the people who are already there?’ ” said Eric Foster, a political consultant in Detroit.
The Rev. Charles Williams II of the civil rights group National Action Network said he believed Detroit, as well as other Midwestern states, should be pro-immigration. “However,” he said, “I will say, on the other end of this, I think it’s a little ambitious for Governor Snyder to put together a plan to induce more population when still we have to work on double-digit unemployment and high poverty that’s already in our city right now.”
But advocates of bringing an influx of immigrants into the city say the outcome will ultimately benefit longtime residents, too, bringing new business enterprises and jobs, as well as a more stable tax base. “They’re going to have jobs as part of this process but the part you should focus in on, in particular, are all the jobs they’re going to create for Detroiters, for Michiganders,” Mr. Snyder said.
Under Mr. Snyder’s proposal, 5,000 immigrants would be granted visas in the first year to live and work in Detroit, under a program known as EB-2, in which federal authorities are permitted to grant a maximum of 40,040 such visas nationwide each year. Over the following four years, the number of visas for Detroit-based immigrants with advanced degrees or exceptional ability would go up, ending with 15,000 in the fifth year.
Mr. Snyder said demand already exists for experts in fields like engineering, technology and health care. And he noted that Michigan colleges and universities are home to tens of thousands of international students — many of whom, he said, ought not depart after graduation.
Representatives for Mr. Snyder said the governor had already had high-level discussions with federal officials about the concept but had yet to submit a formal request. Federal authorities said it was too soon to comment on it.
But a White House official issued a statement about the administration’s broad views, which said, in part, “President Obama is committed to honoring our nation’s legacy of innovation and competitiveness by attracting the world’s best and brightest students and entrepreneurs to start the next great companies here in the United States.”

Thursday, July 11, 2013

LTU College of Architecture & Design Studios Consolidate (Update: On Our LTU Architechture & Design Program 2011)

Lawrence Tech to create design mecca in Midtown, with help of $300,000 Kresge grant
By David Jesse Detroit Free Press Education Writer
   Lawrence Technological University will use a $300,000 grant from the Kresge Foundation to help it create a design center in Detroit’s Midtown area, the school announced Wednesday.
   The LTU Center for Design + Technology will anchor a new commercial building at the corner of Woodward and Willis. The building is to open in fall 2014.
   LTU’s College of Architecture and Design has four programs operating in the city:
   › Detroit Studio, in the New Center area, has been providing design support for neighborhood and community-based projects in Detroit since 1999.
   › detroitSHOP, a design studio, is in the renamed Chrysler House downtown.
   › Studio Couture, a storefront exhibit space on Woodward, exhibits the work of LTU design students and artists in the Detroit region and national exhibitions.
   › A satellite classroom in Ponyride, a design studio.
   All will relocate into the new building.
   “Having all LTU’s Detroit projects and academic programming under one roof will provide synergies that will make all of the programs stronger,” Amy Green Deines, associate dean of LTU’s College of Architecture and Design, said in a news release. “This new prominent location on Woodward Avenue will lead to more opportunities to engage organizations and groups that are working to rebuild and rejuvenate the city.”
   The first phase of approximately 8,000 square feet will provide space for the four programs and Studio[ci], an LTU research lab that draws on the expertise of professional architects, urban designers and civil, mechanical and environmental engineers. A K-12 educational outreach program also will be implemented.
   The second phase of about 6,000 square feet will provide space for other LTU programming.
   Contact David Jesse: 313-222-8851or djesse@freepress.com  

Tuesday, July 2, 2013

Build a Company That Attracts the Next Steve Jobs (Model the Practice!)

Build A Company That Attracts The Next Steve Jobs


Editor’s note: Derek Andersen is the founder of Startup Grind, a 45-city community in 20-countries, uniting the global startup world together through educating, inspiring, and connecting entrepreneurs.
On Steve Jobs’ first day at Atari in 1973, he walked into the founder/CEO Nolan Bushnell’s office unannounced. “I think you have a really awesome company. I think that everything is pretty good, but I’ve seen your soldering connections and they’re really crappy.” Nolan Bushnell replied, “Well, let’s fix them.” Jobs replied, “I will.” So what did Atari do as a company and culture to become so attractive that Steve Jobs’ literally walked in off the street and demanded a job? Recently Bushnell wrote a book called, Finding the Next Steve Jobs: How to Find, Hire, Keep and Nurture Creative Talent. In it he outlines how the culture that he helped create at Atari was critical to hiring and keeping creative talent like Steve Jobs. While Steve Jobs eventually started his own companies, it wasn’t before he made significant contributions to Atari’s success which included building the circuit boards for Breakout (with the help of Steve Wozniak). Let’s also not forget that people like Jack Dorsey and Kevin Systrom also started out as employees.
After moving to the Valley for his first job following college, Bushnell quickly realized that working for someone else wasn’t in his DNA. “One of the reasons that Silicon Valley exists is that we have all worked next to somebody who has gone off and been successful,” Bushnell recently told me at Startup Grind. “We know firsthand that the guy next to us, that went off and was very successful, was an idiot.” Bushnell went on to pioneer the video game industry with Atari, and after leaving Atari he founded a dozen companies, among other things the popular family restaurant chain Chuck E. Cheese’s.
Atari was critical in changing Valley company culture and startups themselves. “Every engineer in the valley in 1970 wore a white shirt and tie to work – that was professional. But we decided we wanted to create a new kind of company that was a total meritocracy. Don’t care about process. Treat everybody like an adult. Let them wear what they want, come to work when they want, work hard or work easy. Where you minimize process, you maximize outcomes.”
In this book he outlines dozens of ways that startups can create the type of culture to attract the next great creators. I had a chance to ask him about a couple of these and an except of that conversation is included below.
Why are secrets important?
Bushnell: It’s a marketing ploy. Secrets amplify the press at the time you want it. That is, advertising a product before you can buy it is a waste of money. People are very in the present. So what you really want to do is really push on things when there’s stuff on the shelf, when people can actually act and buy and what have you. So secrets amplify that a great deal.
Why hire the obnoxious and the crazies?
Bushnell: You don’t seek crazies and you don’t seek obnoxious, but you put up with it if they’ve got certain aspects. There are certain people in the world that are the smartest people in the room. It’s obnoxious for them to keep telling you that. Yet, when the chips are down, you kind of want them on your team. So when you have an obnoxious, capable person, figure out how to deal with it. Every company should have an ecosystem that can keep really talented people around. Even if they’re obnoxious, even if they smell bad.
Beware of posers.
Bushnell: When you’re hiring people, there are a lot of people who are able to fake being capable. Certain businesses are more prone to that than others. For example, in the early days of chip design, it took almost a year to get the first prototype of a custom chip. There were some engineer around who posed as one of the great chip designers. Never ever got a chip going. They would be employed until the company had given up on getting a custom chip, then go somewhere else and say, “I was working on custom chips for this company.” Ultimate posers. So you really want to make sure the person has the capability stated and the ability to execute.
Skunk it up.
Bushnell: I love skunkworks. The nice thing about skunkworks is you can try things cheaply. Bureaucracies creep into companies because you have different rules if you have a thousand employees than if you have three. And you can – when you have 1000 employees, the paperwork to buy a pencil will often exceed the pencil, and going down to Radio Shack to buy a part rather than going through purchasing can be the difference between a week’s delay and no delay at all. Those are the sort of things you can open up in a skunkworks that really accelerate projects, get rid of the impediments and go straight through. There are also certain people that just work really well in skunkworks environment that, when in the main body, don’t do as well. Some people like to hide in plain sight, you can’t hide in a skunkworks.
Why make something for the rich?
Bushnell: Every innovation that has ever happened started out with the rich, because the rich, in some ways pay for the tooling to get it down to consumer prices. Airplanes, automobiles, these were all toys for the rich – telephone. So it clears your mind. If you say, “I want to build this for everyone,” you’re talking about a price that’s probably unrealistic at that point in time. But with experience and with mass production techniques and that, you’ll get there. But maybe not for a couple years. 
You tell people to change every day, every hour.
Bushnell: It turns out that our brains are either stuck and ossified, or they’re flexible. And change is what really drives that. What I’m focusing on a lot right now – I’ve got anti-aging games in Brain Rush– is how do we keep our brains flexible? Change is really a key. Creativity is going to be the next big wave. My son right now has a Kickstarter. It’s called the Steam Carnival, and it’s about, how do you turn on people – or kids, primarily, that technology is a big giggle? You don’t have to build pacemakers and the next tank. You can build games and carnival rides, all kinds of things. What that does is it opens up new kinds of horizons. I’ve found the more I change, the more happy I am.
How do you reward turkeys?
Bushnell: I went to a flea market, and there was a tin turkey that was about this tall, and it was ungodly ugly. I mean, it was just really bad. And I thought, “Hm.” What I wanted to do was to let people know it was okay to try something and fail at it. So we had a management dinner every quarter, where we would talk about what was happening at the company. One of the core values was, if you try something for all the right reasons, but it still fails, that’s okay. I didn’t want my employees to start feeling guilty about something. We all wanted to be on the same time, and all wanted a good confession. You want to get it cathartically removed.





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Wednesday, May 8, 2013

Governor Snyder & Arne Duncan (Update: DPS, EAA and Ground Zero of Education Reform)


EDUCATION SECRETARY VISITS DETROIT SCHOOLS
Reform called encouraging

By Chastity Pratt Dawsey Detroit Free Press Education Writer
   Gov. Rick Snyder joined U.S. Education Secretary Arne Duncan Monday at Thirkell Elementary School and Brenda Scott Academy of Theater Arts in Detroit as part of three school tours highlighting local education reform and the importance of investing in preschool.
   Duncan, who in 2009 called Detroit Public Schools “ground zero” for education reform, said the statewide school reform district — the Education Achievement Authority — is “the right type of work.” But he stopped short of calling it a success.
   “It’s very early. This is their first year. Obviously long, long way to go, and there will be bumps in the road and hurdles,” he said. “I’m 
very, very encouraged.”
   Next year, Detroit Public Schools will add 25 preschool classes and will add early childhood programs for children who are three and younger, said Karen Ridgeway, the superintendent of academics for the district. Duncan and Snyder read a book entitled, “The Rainbow Fish” to Thirkell preschoolers before heading to their next stop on the tour.
   At Brenda Scott, the two officials were joined by Mike Flanagan, the state superintendent, and John Covington, chancellor for the EAA, for a town hall meeting with about 100 Detroit parents and staff.
   Scott is one of 15 Detroit schools now operated by the EAA, which has been at the center of controversy in recent weeks. The EAA was 
established in 2011 with Snyder’s support through an interlocal agreement between Detroit Public Schools and Eastern Michigan University. Its objective is to take control over and reform the lowest performing 5% of schools. It does not operate on traditional grade levels, but has an online curriculum that personalizes learning so students progress through school at their own pace.
   The EAA has experienced some budget shortfalls in its inaugural year operating schools, and used DPS as a conduit to borrow $12 million. The secretary of the board, mayoral candidate Mike Duggan, stepped down from the board on Friday after the loans were made public, saying he didn’t want the EAA to be drawn into the mayoral campaign.
   State Sen. Bert Johnson, a Democrat from Highland Park, gave Duncan a letter Monday asking him and President Barack Obama “to seriously consider the ramifications of giving the appearance of tacitly supporting this failed experiment,” a reference to the EAA.
   “What the Republicans are doing does not work, is not working and will not work,” Johnson said.
   During the town hall meeting, the panel encouraged local and state officials, along with communities, to stop fighting over politics and money.
   “There is one common enemy, that’s academic failure,” Duncan said. “All of us adults have to put aside our little petty differences or whatever and figure out how every single child in Detroit, in Michigan, and across the country has a chance to get a great education.”
   Parents who attended the meeting agreed.
   “We have too many chiefs. We need some more Indians,” said Shayla Summers, a parent at Beckham Academy.
   Roquesha O’Neal, whose son attends Osborn High, said the panelists engage in politics themselves.
   “They put on a good show today,” she said of the town hall meeting. “But they didn’t listen to the customers, let the parents and the young people speak.”
   The last scheduled stop on the tour was the Perry Child Development Center in Ypsilanti, where officials were to visit classrooms and lead a panel discussion with parents and education leaders on the advantages of expanding access to high-quality preschool programs.
   The HighScope Perry Preschool Study is a nationally renowned study that found that adults at age 40 who experienced preschool had higher earnings, were more likely to hold a job, had committed fewer crimes, and were more likely to have graduated from high school than adults who did not attend preschool.
   Progress Michigan, a Lansing-based liberal advocacy group, sent a mascot in a skunk costume to Brenda Scott Academy and Perry to protest a group led by a Snyder appointee that had secretly studied the feasibility of a voucher-like system that would allow students to pay the costs of their schooling with a Michigan Education Card similar to the debit cards the state issues to pay welfare benefits.
   Snyder told reporters he never asked the group to launch the project nor to brainstorm on how to institute vouchers. The governor has since asked Flanagan to lead the group in brainstorming new uses for technology in the delivery of education.
   Contact Chastity Pratt Dawsey:
   313-223-4537 or cpratt@freepress.com   or on
   Facebook. Follow@cprattdawsey on
   Twitter.
U.S. Secretary of Education Arne Duncan high fives fifth-grader Braxton Moss as he and Gov. Rick Snyder visit Detroit Public Schools’ Thirkell Elementary on Monday in Detroit. The visit was part of three school tours highlighting local education reform and preschool. PHOTOS BY MANDI WRIGHT/DETROIT FREE PRESS
Duncan works with Thomas Smith in his level 11-12 science class at the Brenda Scott Academy of Theater Arts in Detroit.

Wednesday, May 1, 2013

Connected: Education & Workforce Development (Don't Become a Modern Day Passenger Pigeon)


New York Times OP-ED COLUMNIST

It’s a 401(k) World



Thomas L. Friedman

It’s hard to have a conversation today with any worker, teacher, student or boss who doesn’t tell you some version of this: More things seem to be changing in my world than ever before, but I can’t quite put my finger on it, let alone know how to adapt. So let me try to put my finger on it: We now live in a 401(k) world — a world of defined contributions, not defined benefits — where everyone needs to pass the bar exam and no one can escape the most e-mailed list.
Here is what I mean: Something really big happened in the world’s wiring in the last decade, but it was obscured by the financial crisis and post-9/11. We went from a connected world to a hyperconnected world. I’m always struck that Facebook, Twitter, 4G, iPhones, iPads, high-speech broadband, ubiquitous wireless and Web-enabled cellphones, the cloud, Big Data, cellphone apps and Skype did not exist or were in their infancy a decade ago when I wrote a book called “The World Is Flat.” All of that came since then, and the combination of these tools of connectivity and creativity has created a global education, commercial, communication and innovation platform on which more people can start stuff, collaborate on stuff, learn stuff, make stuff (and destroy stuff) with more other people than ever before.
What’s exciting is that this platform empowers individuals to access learning, retrain, engage in commerce, seek or advertise a job, invent, invest and crowd source — all online. But this huge expansion in an individual’s ability to do all these things comes with one big difference: more now rests on you.
If you are self-motivated, wow, this world is tailored for you. The boundaries are all gone. But if you’re not self-motivated, this world will be a challenge because the walls, ceilings and floors that protected people are also disappearing. That is what I mean when I say “it is a 401(k) world.” Government will do less for you. Companies will do less for you. Unions can do less for you. There will be fewer limits, but also fewer guarantees. Yourspecific contribution will define your specific benefits much more. Just showing up will not cut it.
The policy implications? “Just as having a 401(k) defined contribution plan requires you to learn more about investing in your retirement, a 401(k) world requires you to learn much more about investing in yourself: how do I build my own competencies to be attractive to employers and flourish in this world,” said Byron Auguste, a director at McKinsey and one of the founders of Hope Street Group, which develops policies to help Americans navigate this changing economy. “As young people rise to that challenge, the value of mentors, social networks and role models will rise.”
Indeed, parenting, teaching or leadership that “inspires” individuals to act on their own will be the most valued of all.
When I say that “everyone has to pass the bar now,” I mean that, as the world got hyperconnected, all these things happened at once: Jobs started changing much faster, requiring more skill with each iteration. Schools could not keep up with the competencies needed for these jobs, so employers got frustrated because, in a hyperconnected world, they did not have the time or money to spend on extensive training. So more employers are demanding that students prove their competencies for a specific job by obtaining not only college degrees but by passing “certification” exams that measure specific skills — the way lawyers have to pass the bar. Last week, The Economist quoted one labor expert, Peter Cappelli of the Wharton business school, as saying that companies now regard filling a job as being “like buying a spare part: you expect it to fit.”
Finally, every major news Web site today has a “most e-mailed list” that tracks what’s popular. Journalists who tell you they don’t check to see if their stories make the list are lying. What makes those lists possible is the use of Big Data and the cloud, which can also measure almost any performance in any profession in real-time and tailor rewards accordingly. More schools can now instantly measure which teachers’ kids are on grade level in math every week, Jamba Juice can see which clerk sells the most between 8 and 10 a.m., and factories in China can find out which assembly lines have the fewest errors. On schoolloop.com, you can track your kid’s homework assignments and daily progress in every K-12 class. A most e-mailed list is coming to a job near you.
I find a lot of this scary. We’re entering a world that increasingly rewards individual aspiration and persistence and can measure precisely who is contributing and who is not. This is not going away, so we better think how we help every citizen benefit from it.
It has to start, argues Ryan Burke, the director of jobs and workforce for Hope Street, with changing our education-to-work system to one that “enables and credits a variety of viable pathways to needed skills.” But “for students and workers to take advantage of the opportunities open to them in a ‘defined contribution’ world, they will need much better information to inform their decisions. Right now it’s much easier to evaluate a choice about buying a car or picking a mutual fund” than to find the competencies employers are looking for and the best cost-effective way to obtain them.

Tuesday, April 30, 2013

21st CENTURY RELEVANCE: Future Work Skills vs. Future Jobs (Begin with the End in Mind)

Future Work Skills 2020 (Report: PDF)
http://cdn.theatlantic.com/static/front/docs/sponsored/phoenix/future_work_skills_2020.pdf

Maryland STEM Initiative (Update: STEM and STEAM Digital Learning Innovations)


Science, Technology, Engineering & Math | News

Prince George's County Schools Test Out Cloud STEM System

Maryland's Prince George's County Public Schools is expanding its relationship with global security and aerospace company Lockheed Martin to tackle the STEM gap among its high school students. In this latest chapter the county's Division of Academics and Office of Information Technology (OIT) have teamed up with Lockheed Martin to test out a cloud-based STEM Innovation system with a small group of students in three high schools, Fairmont Heights, Suitland, and High Point.
The new system, set up by Lockheed Martin, combines Cisco Systems video telepresence equipment capabilities with other forms of collaboration to allow the students and teachers at each high school to share information, knowledge, and research with one another.
County CIO Vennard Wright described the application as a "combination of Skype and Facebook." Along with video and social collaboration, the application will provide a search algorithm to uncover relevant digital resources for students based on their interests. According to Lockheed Martin spokeswoman Sheila Collins, those resources include "cloud-enabled [district] STEM curriculum, high-definition multimedia recordings of discovery-based classroom experiences from mobile devices, and Lockheed Martin career simulation experiences, without physical or geographical limitations."
The intent is to allow students to interact among schools. "During the day, if the teacher is in front of one of the classes, students could raise their hands and send questions back and forth," Wright explained. "After hours, they could interact with other students to talk about the lesson or collaborate with teachers and ask questions about things they might not have understood during the day. They could access lesson plans to review what went on in class."
Over the summer, 10 students will test out the system in a program called Project STEAM, which will take place in the county's Office of Technology. "We've divided them into two teams," said Wright. Each team will work with an expert in each of the areas--science, technology, engineering, art, and math. To test out the system, they'll be competing against each other "to find the most innovative way to use the STEM cloud to solve a problem that's confronting Prince George's County." Examples, he added, might be how to increase high school graduation rates, decrease dropout rates, or raise test scores.
Along the way participants will receive mentoring from a local organization, Men Aiming Higher, on soft skills, such as interviewing for a job. They'll also work with each of the groups within the IT organization, including networking, Web, GIS, and others, "so everyone gets hands-on experience in each of those areas," Wright said. That's a vital piece of the program, he noted. "The reality is, you can have education and certification. But unless you have hands on expertise, your chances of getting a job are not as likely."
If the system works, the program will be expanded to students in seven schools in the fall.
"It is imperative that we emphasize [STEM] education in our school system," said County Executive Rushern Baker, III. "Lockheed Martin has been a great partner, and I want to thank them and the county Office of Information Technology for this innovative pilot that will help our children gain valuable technical experience. By offering their talent, expertise, and resources, Lockheed Martin and OIT will expose students to cutting-edge technology that will help to expand their thinking and perspective."
Lockheed Martin has a long history of working with the school district. In 2010, for example, the company worked with a Prince George's high school to bring engineers into STEM classes as mentors and industry advisors.
About the Author
Dian Schaffhauser is a writer who covers technology and business for a number of publications. Contact her at dian@dischaffhauser.com.

Read more at http://thejournal.com/articles/2013/04/18/prince-georges-county-schools-test-out-cloud-stem-system.aspx?=THECL#YCYro0VhZGS2JG7D.99 

Friday, April 26, 2013

IDSA Design Learning Challenge (Combines Elements of Design Thinking, Project-Base Learning and Critical Problem Solving)

A Design Challenge to Students: Solve a Real-World Problem!


IMG_0762
Design Learning Challenge
Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the Design Learning Challenge, an effort to get students to figure out how to solve real-world problems in their communities.
Combining project-based learning, with an emphasis on the arts and design thinking, this academic competition now in its third year — a partnership between the Industrial Designers Society of America, or IDSA, and the National Art Education Association, or NAEA — has more than 750 students participating this year.
Educators who enter the competition work with their students to identify a significant problem or challenge in their lives for which they can design a solution. Like most other project-based learning, the idea is that the process for designing an effective solution will get students to useskills from a range of subjects, from understanding the historical context of a project, to computing project budgets and specifications.
Although the IDSA and NAEA are supporters of the challenge, their support is not meant to restrict contestants to artistic or industrial design, according to Doris Wells-Papanek, the organizer of the challenge; product, communication, service, and experience design are also in bounds.
The challenge is divided into two age categories: students in grades K-4 and grades 5-12, and teachers can find suggestions for project ideas.
For grades K-4, one of the suggested challenges is, for example, “Where do I put my stuff?”
PROBLEM: Young students struggle to organize and manage their stuff at school
CHALLENGE: Gather materials and objects found in the classroom to then make sense of purpose and usefulness –repeat the process with student’s stuff followed by redesigning the cubby, desk, or locker
CRITICAL QUESTION: What level of impact might this self-directed learning experience have on students compared to a teacher-driven process?
For grades 5-12, a sample challenge is “Transform Time and Space.”
PROBLEM: Teenagers in your neighborhood lack a safe place to gather and socialize with friends
CHALLENGE: Target 1-3 viable spaces that are underutilized and within walking distance – then generate a design proposal that serves the local community and is financially sound for the owner
CRITICAL QUESTION: What kind of transformation design would serve the local community as well as provide a compelling and long-term solution for teenagers and space owner?
But competitors are expected ultimately to define their own parameters, with this five-step process:
  • EXPLORE concepts, skills, and terminology common to industrial design. Also, address how to harness natural curiosity and transform it into a design project.
  • DESCRIBE the challenge identified, as well as the criteria used to judge whether the project is proceeding successfully. This description happens through the creation of visual displays such as posters and storyboards, and the conducting of interviews of community members to help identify the challenge and potential ways to solve it.
  • EXPLAIN how the challenge will be addressed, how the project could evolve mid-stream, and what realistic expectations are for a result. This may be a good opportunity to bring in a real-world expert to give students advice.
  • DEMONSTRATE the project in process by creating a Google Site to act as a homepage, where students record and evaluate their work and the challenge’s competition jury can survey student work.
  • EVALUATE project results and design concept learning. Consider what changes students and the teacher might implement during a redesign, as well as how lessons learned from the project might apply to other school subjects and/or life situations.
Students in this year’s challenge have already submitted their work for steps 1-3. Steps 4-5 are due on May 15. The submissions are evaluated by a jury of design professionals and college professors.
There are also plans to allow teachers interested in the concept—but hesitant to commit the necessary time investment to fully enroll in the challenge—to choose a less intensive category of competition. That would potentially help interested teachers who Wells-Papanek says have sometimes come to her for assistance after trying to dive too deep into the competition.
“They get excited about it and they want to accomplish more than is realistic,” she said of some of the challenge’s participating teachers. “I help them to make sure the challenges they take on are as realistic as possible.”

Solutions Proposed for Shortage of K-12 Physics & Chemistry Teachers (Funding: Regional Centers of Excellence)


Highly trained physical science teachers needed to educate students for high-tech economy


By Stamatis Vokos, professor of Physics, Seattle Pacific University - 04/25/13 02:00 PM ET


In an increasingly high-tech economy, we cannot continue to handicap students and neglect the workforce needs of our nation. And that is why it is high time the nation addresses the severe shortage of physical science teachers. Far too often, the teacher in a physics or chemistry classroom has neither the content knowledge nor the focused pedagogical education necessary to effectively teach the subject. Only 47 percent of physics and 46 percent of chemistry classrooms are taught by teachers with a degree in the subject. Physics and chemistry top the list of hardest teaching positions to fill year after year.

As a result, students go to college underprepared for demanding courses and unmotivated to pursue STEM (science, technology, engineering, and mathematics) courses of study. The situation is unfortunate because STEM disciplines hold great employment opportunities: Overall there are 3.6 unemployed people for every job posting, but in STEM fields, for every unemployed person there are 1.9 job postings. Shortages of STEM workers are particularly acute in the physical sciences where 1 in 4 workers are foreign born. 


It is shocking that, despite repeated calls for action stretching over more than 100 years, the situation has improved very little, if at all. Things may soon change. President Obama’s Fiscal Year 2014 budget, released April 10, contains the beginning of a national strategy to address teacher shortages in STEM. 

The nation needs a coordinated strategy to ensure that all teachers in the physical sciences are well prepared, not just a small fraction. The Task Force on Teacher Education in Physics (T-TEP), which recently completed a four-year study, found that “the national landscape of professional preparation of physics teachers shows a system that is largely inefficient, mostly incoherent, and completely unprepared to deal with the current and future needs of the nation’s students.”

The good news is we know what works. T-TEP identified several exemplary programs that could serve as models for a more systematic national effort. For instance, Rutgers University runs one of the most active physics and physical science teacher preparation programs in the nation; the program supplies a large number of highly effective teachers to northern New Jersey. School districts express a high degree of satisfaction with these graduates, who receive rigorous preparation, including five courses on physics pedagogy closely integrated with teaching experiences. A national strategy is needed to expand these and similar successes, so they become the norm rather than the exception.

Mr. Obama’s budget contains $265 million in new initiatives for K-12 STEM education, including STEM Innovation Networks that partner school districts with universities and other entities to improve STEM instruction. It is encouraging that this plan is aligned with the central recommendation of the T-TEP report, which is to establish a network of university-based regional centers for educating teachers in physics. However, some critical improvements are needed if STEM Innovation Networks are to become the basis for a successful national program to address the nation’s need for effective teachers in the physical sciences.

One thing we must take into consideration is that not all STEM fields have the same needs. Programs with the label “STEM” tend to neglect physics, partly due to the relatively small numbers of teachers compared to biology. Yet the need is arguably greater. In contrast to the severe shortage of teachers in physics and chemistry, teacher shortages in biology are much less common and a high percentage of biology teachers (73 percent) have a degree in the subject. Teacher shortages in the physical sciences will not be resolved without a concentrated effort specifically in these disciplines. The UTeach program, which has a goal of graduating more STEM teachers, has had great success in math and biology but little impact on physics. By comparison, the Physics Teacher Education Coalition (PhysTEC), which concentrates specifically on physics teachers, has shown dramatic increases in program graduates.

In addition, it is critical to prioritize the education of new teachers. Most of the federal funds are directed toward professional development for practicing teachers, and while professional development is important, this approach is unlikely to solve the shortage of effective teachers in the long run. Practicing teachers who are underprepared to teach physics typically do not have the extensive time required to develop content knowledge and pedagogical skill at a deep enough level. A more robust solution must give top priority to building high quality programs for educating new teachers, so they supply effective teachers in sufficient numbers to meet the national need.

We must make sure our students are ready to compete in a high-tech economy, and that means making sure that every physics and chemistry classroom has a well prepared teacher. With a president who strongly supports STEM education, we have an important opportunity to transform teacher education through establishing regional centers and solving these longstanding teacher shortages.  But without getting the details right, we risk continuing the long-established trend of mediocrity.

Read more: http://thehill.com/blogs/congress-blog/education/296193-highly-trained-physical-science-teachers-needed-to-educated-students-for-high-tech-economy#ixzz2Rbq4eTwr 
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