Office of Workforce Development for Teachers and Scientists Bill Valdez Director January 15, 2008...

Office of Workforce Development for Teachers and Scientists

Bill ValdezDirector

January 15, 2008

Systemic Change in STEM Systemic Change in STEM Department of EnergyDepartment of Energy

Workforce Development for Teachers & ScientistsWorkforce Development for Teachers & Scientists

Office of Workforce Development for Teachers and Scientists 2

National MissionNational Mission

Prepare a diverse workforce of scientists, engineers, and educators to keep America at the forefront of innovation.

Utilize DOE’s unique intellectual and physical resources to enhance the ability of educators and our Nation’s educational systems to teach science and mathematics.

Implement a proactive, data-driven, and results-focused model that promotes and strengthens the greater STEM education and research community.


Finding and Training the Finding and Training the “Best and Brightest”“Best and Brightest”

Finding and Training the Finding and Training the “Best and Brightest”“Best and Brightest”

DOE National Laboratories

– World-class research facilities

– Conducting state-of-the-art cutting edge research

Cutting Edge Research Requires Top Scientists

– Law requires U.S. citizens at the laboratories



Future Workforce StrategyFuture Workforce StrategyFuture Workforce StrategyFuture Workforce Strategy

Educators: Highly qualified K-16 educators who engage students in authentic science and improve the nation’s STEM education capabilities.

Students: Greatly expanded, more knowledgeable, and more diverse population of skilled scientists, engineers, and mathematicians.

Workforce Development: Sustained pipeline of workforce-ready talent available to DOE’s national laboratories, Federal workforce, private industry, and academia.

Program Capacity: Leverage expertise and resources through specially-configured, high-impact public/private partnerships that will maximize, expand, and sustain the nation’s STEM workforce.


National Needs Delivered National Needs Delivered LocallyLocally

National Needs Delivered National Needs Delivered LocallyLocally

Define Large Scale Goals in terms of the Local Delivery Mechanisms

– Implement at the local level

– Local outcomes percolate up to National & Transnational Levels

• Local goals must align with higher level goals

• Local programs coordinate to create national platform

Understand the local conditions

– Industrial Needs: chemical, pharmaceutical, electronic and technology

– Rural/urban

– Diverse workforce

National Imperatives

– GDP & national economy

– National security

Training a Workforce Locally to Meet National Imperatives


Kindergarten through Post Docs

– “Life long learners”

– “K through grey”

Integrated Highly Leveraged Partnerships

– Sustainability

– Long-term thinking

Undergraduate and Graduate STEM StudentsUndergraduate and Graduate STEM Students500,000 U.S. University students studying

STEM Fields

Extended DOE Technical WorkforceExtended DOE Technical WorkforceTechnical workers in industries, University and College related to DOE mission areas

National Technical WorkforceNational Technical Workforce7.4 million workers in STEM-related fields

DOE Technical DOE Technical WorkforceWorkforce

Headquarters National Laboratories

100,000 Contract employees15,000 Federal employees

Middle School and High School Middle School and High School Students Students

AApproximately 25,000,000 students

Pipeline ApproachPipeline ApproachPipeline ApproachPipeline Approach


Resource RequirementsResource RequirementsResource RequirementsResource Requirements

Extremely Resource Intensive Process

– $14 trillion dollar U.S. economy

– $600 billion expenditure on K-12 education each year

– $135 billion Federal R&D budget

– $3 billion Federal investment in STEM Education Scale and Scope

– How to maximize impact


Scale and ScopeScale and ScopeScale and ScopeScale and Scope

United States Education Infrastructure


Local Reform ProgramsLocal Reform ProgramsLocal Reform ProgramsLocal Reform Programs

Local Education Reform Programs Are Costly

– Battelle – $20 Million program

• Partnership with Ohio State University

• The Metro School established in 2006 with 100 ninth-graders

• University faculty will train teachers at the school (learning laboratory)

– GE – $100 Million program

• Reaching four school districts

• Curriculum, teacher training, administrative reforms

– DOE ACTS - $60,000 per teacher

• Three year investment

• Teachers become district liaisons


Models For SuccessModels For SuccessModels For SuccessModels For Success

There Are Many Successful Models:

– Battelle in Ohio

– General Electric at the district level

– Dupont in Delaware

– SACNAS

The DOE Model:

– Utilize structures already in place• National Laboratories & National Laboratory Consortium

– Hands on mentor intensive research experience

DOE Model Uses a National Platform that is Implemented at a Local Level

– Model is based on 60-years of experience

– Is a highly leveraged enterprise


Three Underlying Pre-Three Underlying Pre-ConditionsConditions

Three Underlying Pre-Three Underlying Pre-ConditionsConditions

1. Catalyst For Change

2. Models Adapted to Fit Local Conditions

3. Support from Students and Families


Catalyst For ChangeCatalyst For ChangeCatalyst For ChangeCatalyst For Change

Someone Needs to Step Up and Be the Thought Leader

– Champion For Change

• Individual company, person or entity who serve as the catalyst

Qualities Needed

– Trusted by all parties

– Ability to bridge gaps between various interest groups

– Expert in educational reform

– Able to negotiate many different partnerships


Models That Fit the Models That Fit the Local ConditionsLocal Conditions

Models That Fit the Models That Fit the Local ConditionsLocal Conditions

The Chosen Model should be Unique to the Local Condition

– U.S. has the premier University system in the world; a tremendous resource base for K-12 education; control is at the local level; NSF serves as the “thought leader” for reform efforts

– Other countries have different strengths

Policies and Programs Must be Structured to Meet the Local Conditions

– Nations have difficulty replicating U.S. University system and send their students overseas to study, but design programs to get them back

– In the U.S., the unit of structure tends to a single state, such as Idaho or Alabama


Involvement by StudentsInvolvement by StudentsAnd FamiliesAnd Families

Involvement by StudentsInvolvement by StudentsAnd FamiliesAnd Families

Students and Families Must Recognize the Value in a STEM Career

– Attractive pathways for career success must be apparent

– Conditions must be created where students and families see the value of a STEM education

Marketing to Students & Parents

– Opportunities for careers

– Rewards

– Recognition

• National Science Bowl

– Prestige


Six Actions For a Successful Six Actions For a Successful STEM ProgramSTEM Program


1. Mentored Relationships Between Students & Educators

2. Apprenticeship Opportunities beginning at the earliest possible age

– Real world experience in STEM

3. Competition With Reward

– Both students and educators

– Appropriate and meaningful resources and rewards




4. Educator Training

– Broad reaching effect

• Effective use of resources

– Help become better communicators and practitioners

5. Dynamic Curriculum Development

– Develop curriculum that meets local needs

• U.S. is struggling with this concept

6. Sustained Partnerships

– Takes time to build – DOE has been doing this for 60-years

– Long term thinking – Reform takes decades, not years

– Partnerships with key partners – particularly industry


Compelling Reasons for aPublic/Private Partnership with DOE

Compelling Reasons for aPublic/Private Partnership with DOE

Corporate citizenship

Create a national platform to influence future STEM education and workforce investments and policies

"I would judge that there will be no more important piece of legislation to the future of the country that passes the Congress in this session." - Senator Lamar Alexander. The America Competes Act

of 2007 signed into law August 9, 2007

Build the STEM workforce of the future


Public/Private Partnerships:Business Framework

Public/Private Partnerships:Business Framework

DOE assumes management and oversight responsibilities for the Partnerships and how they integrate into WDTS programs

Maximum amount of partner contributions are focused on students and educators

Execution to be provided by a non-profit corporation, possibly through the Oak Ridge Associated Universities, Inc.

A Board of Directors will provide long-term direction/oversight for the Partnership’s programs and policies


Why Partner with DOE?Why Partner with DOE?

Unique legal authority

Critical national missions in energy, environment, discovery science, and national security

World class science

National laboratory complex

Deep pool of mentor

scientists

Long history of accomplishment in STEM education


Legal Authority to Accept Non-Federal Funding

Legal Authority to Accept Non-Federal Funding

Section 3165 of the Department of Energy Science Education Enhancement Act (42 USC 7381b), Laboratory Cooperative Science Centers and Other Authorized Education Activities

(c) Funding – The Secretary is authorized to accept non-Federal funds to finance education activities described in subsection (a).

Research appointments for students and faculty Research appointments for high school science teachers Research apprenticeship appointments for students

underrepresented in science and technology careers Research experience programs for nationally selected

high school honor students Operate K-12 education programs Establish a talent pool of volunteer scientists,

mathematicians, and engineers


Impact of DOE’s National Science Bowl Competitions

Impact of DOE’s National Science Bowl Competitions

Of the teams that compete at the nationals:95% continue on to college

75% continue with advanced degrees

Of the teams that compete at regionals/states:85% continue on to college

65% continue with advanced degrees


Undergraduate and Graduate STEM StudentsUndergraduate and Graduate STEM Students500,000 U.S. University students studying STEM

Fields

National Science Bowl Competition is

Only the Beginning of the Journey

National Science Bowl Competition is

Only the Beginning of the Journey

Extended DOE Technical WorkforceExtended DOE Technical WorkforceTechnical workers in industries, University and College related to DOE mission areas

National Technical WorkforceNational Technical Workforce7.4 million workers in STEM-related fields

DOE Technical DOE Technical WorkforceWorkforce

Headquarters National Laboratories,

100,000 Contract employees15,000 Federal employees

Middle School and High School StudentsMiddle School and High School Students

AApproximately 25,000,000 students

Current and Future WDTS Programs

Direction of DOE Workforce

Development

Current - None

Future – Professional Internships (AEC Fellowship model)

Current - None

Future – Post-Doc and Graduate Internships

Current - SULI, PST, FaST, CCI

Future –Undergraduate Fellowships

Current - NSB, DOE-ACTS

Future – MS and HS Research Experiences


If I Were in Your Shoes, I would Ask……

If I Were in Your Shoes, I would Ask……

1. Why should I support a federal agency supported by the public tax payer?

2. Isn’t DOE just a big bureaucracy?

3. Why is DOE involved in STEM education?

4. What special capabilities does DOE possess in this area?


Bill Valdez

Director


[email protected]

Questions and CommentsQuestions and CommentsQuestions and CommentsQuestions and Comments

Date post:	22-Dec-2015
Category:	Documents
View:	218 times
Download:	4 times

Office of Workforce Development for Teachers and Scientists Bill Valdez Director January 15, 2008...

Documents