Monday, June 15, 2015

Eyeing Tesla, TMCC offers new 4-year degree in logistics

Dumbest idea of the century. ......
TMCC finally got its wish..... Now they are the "Little Harvard on the Truckee".... can offer 4 year degrees...... (with a 4 year University a mile away).
Way to go Board of Regents...... now....can we have a totally separate Technical College system to do the job the Community college was designed to do in the first place???????

.......and the TV spot REALLY makes me barf.... A shot of the new Tesla plant and the talking head saying how TMCC needs to move in new directions to meet industry needs ("Eyeing Tesla, TMCC offers 4 year degree in Logistics")..... LOGISTICS??? (DEF) Logistics: the management of the flow of things between the point of origin and the point of consumption in order to meet requirements of customers or corporations.

Hello TMCC.... how many "logistics" people (warehouse, transportation) do you think Tesla is going to need? I'll bet they need one HELL of a lot more people skilled in INDUSTRIAL technology... (note the emphasis on Industrial.... ).
Since Tmcc wants to head this direction.... can we PLEASE have a technical college system (like 99% of the states that do actually have a manufacturing base) OR... at the very least, allow GBC to offer industrial classes here in Reno (they can't now due to "sphere of influence" ).... because TMCC is not, and has not been interested in "The dirty fingernail bunch for years now.


http://www.foxreno.com/template/inews_wire/wires.regional.nv/2c44ab27-www.foxreno.com.shtml#.VX8H4lK8A9Q

Friday, May 15, 2015

Shop Courses, Crafts, and Creativity

Shop Courses, Crafts, and Creativity

https://www.psychologytoday.com/blog/imagine/201505/shop-courses-crafts-and-creativity 

Or, Why the Maker Movement Should Be In Schools, Not Competing with Them
Post published by Michele and Robert Root-Bernstein on May 11, 2015 in Imagine That! 
A great deal of attention has been paid lately to the adverse consequences of eliminating art, theater, dance and music programs from primary and secondary schools – and we’ve added our two cents to the discussion – but crafts and technology classes have been disappearing just as fast, if not faster. The number of shop classes offered in US schools has been dropping since the 1970s as the push for everyone to attend college has taken hold (Moses, 2009 (link is external)). For example, a recent decision by the Western Association of Schools and Colleges to no longer grant college credit for shop and crafts classes caused states such as California to cut over 90% of their shop classes (Brown, 2012 (link is external)).  The assumption seems to be that only people who can’t cut it in college should be taking such courses and that shop and crafts courses convey no benefits to the brightest students. Both assumptions are wrong. Our studies suggest that if society wants to foster innovative scientists and inventors, it will have to put those shop and crafts classes back into the curriculum.
As those of you who follow our blog know, we’re interested in studying very creative and innovative people in order to see what their formal and informal educational experiences can tell us about what might benefit everyone. We are, for example, currently in the process of completing a study of the avocations of all the Nobel Prizewinners in all the different fields in which these Prizes are awarded: Physics, Chemistry, Medicine and Physiology, Economics, Literature, and Peace.  We’ve also completed a study of members of the U. S. National Academy of Engineering. We’ll discuss our findings in future blogs. For the moment, we want to focus on one particular finding that differentiates the most successful scientists and engineers from less successful ones: participation in shop and crafts avocations.
The statistics are compelling.  Approximately 40 percent of engineers in the U. S. National Academy of Engineering have adult crafts avocations in woodworking, metalworking, mechanics, ceramics, glassblowing, electronics and/or recreational computing. Somewhere between 15 and 20 percent of physicists, chemists and medical researchers who win Nobel Prizes also have adult avocations in one or more of these crafts (Root-Bernstein, et al., 2008). In comparison, only about 2 to 3 percent of typical scientists and Nobel laureates in Economics, Literature and Peace engage in such avocations (unpublished data). Crafts participation is therefore one of the most compelling differences between very successful scientists or engineers and everyone else. Moreover, we found that we can differentiate those scientists and engineers who produce the most patentable inventions or who establish new companies based upon their lifetime crafts participation: the more crafts experience a scientist or engineer has, the greater their probability of making economically useful contributions to society (Root-Bernstein, et al., 2013). In other words, investing in crafts education will pay off in inventions and the new companies that produce them, thereby driving our entire economy.
Of course, adult crafts avocations almost invariably stem from childhood and adolescent experience. Many Nobel prizewinners explain why such experiences have been so important to their subsequent careers. Here are a few examples from the last twenty years, even as shop and crafts classes were disappearing in our schools:
In the late 1990s Richard Smalley, Nobel Prizewinner in Chemistry (1996), attributed his inventive bent to playful practice making things as an adolescent: “From my father I learned to build things, to take them apart, and to fix mechanical and electrical equipment in general. I spent vast hours in a woodworking shop he maintained in the basement of our house, building gadgets, working both with my father and alone, often late into the night. My mother taught me mechanical drawing so that I could be more systematic in my design work, and I continued in drafting classes throughout my 4 years in high school. This play with building, fixing, and designing was my favorite activity throughout my childhood, and was a wonderful preparation for my later career as an experimentalist working on the frontiers of chemistry and physics” (Smalley, 1996 (link is external)).
Robert B. Laughlin (Nobel Prize Physics, 1998) recalled that creative play as a child developed habits of thinking that influenced his later scientific approach: “I… used to take appliances apart when they broke in an attempt to fix them, which I rarely did successfully, being a kid. I am better at this now…. It was through such creative play that I first learned about pump impellers, refrigerant cycles, material strength, corrosion, and the rudiments of electricity, and more importantly the idea that real understanding of a thing comes from taking it apart oneself, not reading about it in a book or hearing about it in a classroom. To this day I always insist on working out a problem from the beginning without reading up on it first, a habit that sometimes gets me into trouble but just as often helps me see things my predecessors have missed” (Laughlin, 1998 (link is external)).
John E. Sulston, who won the Nobel Prize in Chemistry in 2002, attributed his success to the development of manipulative skills acquired through creative play and craftmanship: “As far back as I remember, and earlier, I was an artisan, a maker and doer… I'm not a books person but a hands person… And that was the beginning of my scientific career, if you can call it that” (Sulston, 2002 (link is external)).
Thomas Steitz, the Nobel Prizewinner in Chemistry in 2009, particularly praised the hand knowledge he acquired in secondary school: “I have found that the basic skills in working with tools and materials that I learned in the shop courses have proven invaluable for me in subsequent years, at home and in the laboratory, including constructing models of proteins. I think it is unfortunate that such courses have been eliminated in many schools today as being unnecessary or too expensive” (Steitz, 2009 (link is external)).
Testimony such as this is compelling. Why should top chemists, physicists and physiologists be so ready to rest their laurels on creative play and crafts training they received as children and youth? The answer is, because the lessons they learned and the talents they honed stood them in good stead for a lifetime. No wonder that many express great concern for the dwindling of early craft practice among the current ranks of student scientists and engineers. Just three years ago, Heinz Wolff of the British Institute of Engineering and Technology proclaimed that the elimination of crafts classes has resulted in the “death of competence”:
“With these things [opportunities to work with the hands] you effectively develop an eye at the end of the finger, and you do this when you’re seven years old…. But it’s gone…Our engineering students can’t make things. They might be able to design things on a computer, but they can’t make things. And I don’t believe that you can be an engineer properly… without having a degree of skill in making things” (Wolff, 2012 (link is external)).
Scientists and engineers need craft training. And oddly enough, people from all walks of life – employers included – seem to want it, too. Eliminating crafts classes from schools hasn’t entirely eliminated the personal drive to acquire craft skills and or the economic need for craft knowledge. There is such a huge shortage of people able to make and fix things that many businesses requiring shop skills are now donating money to school systems across the United States in order to re-introduce the needed classes (Beltran, 2013 (link is external); Quinton, 2013 (link is external)). Simultaneously, society has witnessed the rise of the “maker movement,” a self-organizing crafts movement that is exciting people of all ages around the globe, informally, outside of school walls, to become inventors and entrepreneurs, scientists and engineers (Wikipedia (link is external)).
“By hook or by crook” might be the motto of our future Nobelists. Or quite possibly, our educational system will wake up to the vital importance of making and crafting from childhood on up for everyone, including future scientists and engineers.
© 2015 Robert and Michele Root-Bernstein
References
Beltran K. 2013. The death of the shop class is greatly exaggerated. https://www.cabinetreport.com/curriculum-instruction/death-of-shop-classes-greatly-exaggerated-just-ask-collision-repair (link is external)
Brown TT. 2012. The death of the shop class. http://www.forbes.com/sites/tarabrown/2012/05/30/the-death-of-shop-class-and-americas-high-skilled-workforce/ (link is external)
Laughlin RB. 1998. Robert B. Laughlin - Biographical". Nobelprize.org. Nobel Media AB 2014. Web. 11 May 2015. http://www.nobelprize.org/nobel_prizes/physics/laureates/1998/laughlin-bio.html (link is external)
Moses, A. 2009.Shop classes and vocational education. http://www.edutopia.org/shop-classes-vocational-education-technology (link is external)
Quinton S. 2013. The future of shop class.  http://www.theatlantic.com/education/archive/2013/12/the-future-of-shop-class/282389/ (link is external)
Root-Bernstein RS, Allen, L., Beach, L., Bhadula, B., Fast, J., Hosey, D., Kremkow, B., Lapp, J., Lonc, K., Pawelec, K., Podufaly, A., Russ, R., Tennant, L., Vrtis, E., Weinlander, S.  2008. Arts foster success: comparison of Nobel Prizewinners, Royal Society, National Academy, and Sigma Xi Members. J. Psychol. Sci. Tech. 1(2):51-63.
Root-Bernstein RS, Lamore R, Lawton J, Schweitzer J, Root-Bernstein MM, Roraback E, Peruski A, Van Dyke M. 2013. Arts, crafts and STEM Innovation: A network approach to understanding the creative knowledge economy In: Creative Communities: Art Works in Economic Development, Michael Rush, Editor. Washington D. C.: National Endowment for the Arts and The Brookings Institution, pp. 97-117.
Smalley RE. 1996. "Richard E. Smalley - Biographical". Nobelprize.org. Nobel Media AB 2014. Web. 11 May 2015. http://www.nobelprize.org/nobel_prizes/chemistry/laureates/1996/smalley-bio.html (link is external)
Steitz TA. 2009.  "Thomas A. Steitz - Biographical". Nobelprize.org. Nobel Media AB 2014. Web. 11 May 2015. http://www.nobelprize.org/nobel_prizes/chemistry/laureates/2009/steitz-bio.html (link is external)
Sulston J. 2002. Autobiography. http://nobelprize.org/nobel_prizes/medicine/laureates/2002/sulston-autobio.html (link is external)
Wikipedia. 2015. Maker culture. http://en.wikipedia.org/wiki/Maker_culture (link is external)
Wolff H. 2012. Manual dexterity. http://micromath.wordpress.com/2012/01/11/manual-dexterity/ (link is external)

Thursday, January 22, 2015

Workforce grants in N. NV

Looking into the $20 million in grants,  as far as manufacturing goes, it seems GBC and TMCC only focus on one thing,  Machining.  Now,  I'll agree that machining is an important aspect of manufacturing, but so is the maintenance of those machines, and the pneumatic hydraulic, electrical, and electronic systems that run them  AND the rest of the manufacturing process.  Industry can only absorb so many "machinists" ...  but this seems to be the main focus (GBC is the exception,  they seem to realize that there are multiple facets to an Applied Industrial Technology program).  While it looks like Tesla will have no problem finding trained machinists, heaven help them finding trained electricians, electronic techs, instrumentation & control techs, automation techs, (and on and on and on).  N. NV is also a big warehousing area.  Have you ever seen the automated systems it takes to run a high-tech warehouse?  NO, we are NOT turning out the well rounded technical workforce NV needs.  Time to rectify this before its too late.

OK,  my enthusiasm has peaked, and going downhill fast.  Even though NV community colleges have received MAJOR Dept of Labor grants for vocational/technical education (about $20 million between the three CC's in Northern NV)...  No one seems to be hiring any new Industrial Technology instructors.  I think thats kind of strange.  Looking over programs, only GBC seems to have a good variety of classes for Manufacturing.  One would think, especially since Tesla's new factory lies in GBC "sphere of influence" that they would be actively recruiting.
Possibly if the new "Obama initiative" is passed maybe.....



Department of Labor's Grant Application and Award Database
TAACCCT - 2014
ETA
$9,921,831
TAACCCT - 2013
ETA
$8,778,829
TAACCCT – 2011
ETA
$2,701,202
http://webapps.dol.gov/DOLGrantData/KeywordSearch.aspx?parameter=NevadaB
 


NV sure better do something......   we are ranked next to the bottom on education.

Nevada    49th out of 50
Overall grade: D
State score: 65.0
Per-pupil spending: $8,141 (5th lowest)
High school graduation rate: 60.0% (the lowest)
Eighth-graders proficient in math or reading: 28.3% (10th lowest)
Less than 34% of children in Nevada had at least one parent with a post-secondary degree, the lowest rate nationwide. Since parents play perhaps the most important role in a child’s chance for success, poor educational attainment rates among adults in Nevada were likely a factor in children’s relatively poor achievements in school. Similarly, early education can set the stage for a child’s entire academic career. Young children in Nevada were among the least likely nationwide to attend preschool or kindergarten. With the lowest high school graduation rate in the country, at 60% in 2012, young adults in Nevada were also far less likely to pursue further education than their peers in most states. While 55.1% of American young adults were enrolled in or had completed a post-secondary degree program, just 40.5% in Nevada were — nearly the lowest rate.

And giving the students job skills, instead of "book learning" would go a LONG way to solving this problem

Thursday, January 08, 2015

Expanding technical training programs:



OK.. I'm REALLY excited about expanding Technical Training programs. I've been on my soap-box about this for the past 20+ years. I see the failing half-hearted attempt (especially here in NV) to provide workforce/vocational technical training through the Community College System. I have been proposing a statewide Technical College system here for almost as long. Come on NV,, now is the time to get this going.... A working model is in place....

Expanding technical training programs:
President Obama also proposed the new American Technical Training Fund, which will expand innovative, high-quality technical training programs across the country. Specifically, the fund will award programs that:
1) Have strong employer partnerships and include work-based learning opportunities
2) Provide accelerated training
3) Accommodate part-time work

The American Technical Training Fund is based off a program called Tennessee Tech Centers,  a statewide system of 27 institutions providing a wide range of rigorous, one to two year, technical/occupational education programs at consistently high completion and placement rates in high skill and relatively high wage employment.

The education model represented by the Centers contrasts sharply with how conventional postsecondary education – especially public community colleges – has been organized. This model also produces very different results, particularly in terms of the rates of student success in completing their programs. This assessment how this occurs seems particularly timely given the rising concern that community colleges, as the nation‘s main postsecondary vehicle for workforce education, are failing unacceptably large numbers of people who simply do not complete their programs.

A review of IPEDS data reveals that of 1,145 two-year, public postsecondary institutions in U.S., only 105 (about 9 percent) can report an average ―150 percent of time‖ graduation rate above 50% for the last five years.2 All twenty-seven Technology Centers are included in that group; during those five years the Technology Centers averaged above 70% completion. There is no other state postsecondary system that comes anywhere close to achieving these outcomes.


Thursday, November 13, 2014

Report: Tesla magnifies skilled labor shortage in Nevada (RGJ 11/12/14)



Report: Tesla magnifies skilled labor shortage in Nevada

Jason Hidalgo, Reno Gazette Journal  November 12, 2014
It's the classic good news, bad news scenario.
On one hand, Tesla Motors' decision to locate its gigafactory in Nevada and create 6,500 full-time jobs at the facility is a huge boon for a state that faced 14 percent unemployment just four years ago.
On the other hand, it also further sheds light on an issue the state continues to struggle with as it tries to diversify its economy: a shortage of skilled workers.
It's a problem documented in a new Brookings Mountain West report released on Wednesday, which points to a "STEM deficit" in Nevada that's further heightened by the Tesla effect. The Silver State's ongoing challenges in filling skilled positions that require science, technology, engineering and math is leading to "missed opportunities," the report said.
Although the state has done a good job in diversifying its economy after the recession, progress will be stunted unless the skilled labor part of the equation is adequately addressed, said Mark Muro, senior fellow and policy director of Brookings' Metropolitan Policy Program. This includes taking advantage of increased interest in the region by other companies following the Tesla gigafactory announcement.
"Nevada has a plausible economic diversification strategy that's beginning to work," Muro said. "Now it needs a serious people strategy — and STEM has to be part of it."
TOUGH JOB
On average, it takes 30 days to fill a STEM job opening in Nevada. In contrast, it takes 24 days to fill a non-STEM position, according to the report.
The wait gets even longer for jobs such as avionics technician and medical equipment repairer, which average 65 and 62 days respectively. Both positions factor into two key industries for the state, aerospace and defense as well as health and medical services.
Software and app development, a key skill sought by companies in Reno's Startup Row as well as the state's growing business IT ecosystem, takes an average of 42 days to fill.
It's a problem that the region already was experiencing even before Tesla's arrival, according to the Brookings report. In the last three years, for example, the region saw 20 new advanced manufacturing companies enter the area with another 20 or so undergoing significant expansions, said Mike Kazmierski, president and CEO of the Economic Development Authority of Western Nevada.
The efforts led to almost 2,500 new advanced manufacturing jobs — and that's just one STEM-related sector of the economy. Add sectors such as unmanned aerial vehicles and medical services and you're looking at even more skilled positions, Kazmierski added.
"All these are opportunities right here in the Reno-Sparks area," Kazmierski said. "But if we can't continue to excite people about STEM jobs and grow an educated workforce, those companies will either cap out or go somewhere else."
WHAT'S CAUSING THE SHORTAGE?
One reason for the shortage is misaligned workforce training, which is exacerbated by a lack of direction and relevance for the state's industry sector councils, according to the report. The councils were created to better align the education system with the labor needs of key industries such as healthcare and medical services, manufacturing, mining and aerospace.
Another factor is a "STEM proficiency crisis" that affects all aspects of the state's education system. According to the report, the state's academic shortfalls for STEM begin all the way at the pre-kindergarten level due to uneven access to education. Meanwhile, greater emphasis on test taking is taking away focus from science and also placing less emphasis on nurturing imagination and creativity.
The education issues extend to high school where some students graduate without the proficiency required for higher education, according to the report. At the college level, only 12 percent of students at the University of Nevada, Reno and the University of Nevada, Las Vegas, graduate within four years with most taking six years to finish.
SOLUTIONS?
To address the issues, the report recommended a reworking of the council system as well as the implementation of STEM education at all grade levels. The report also brings up the "STEAM" approach to education — which adds art and design to the STEM formula to further encourage creative thinking — but stops short of fully endorsing it.
While professional STEM jobs are certainly important, Brookings emphasized the importance of blue-collar STEM jobs as well. Although they may not necessarily pay as handsomely as professional STEM positions, they still pay well compared to non-STEM jobs. In terms of education, they also can take just two years to finish compared to the four years often required by professional STEM fields.
"The state needs university trained scientists and engineers to invent and create but it also needs thousands of more blue-collar STEM workers to implement, operate, and maintain high-tech systems," Muro said. "Tesla's plant is no exception. There will be designers and developers and engineers but also thousands of middle-skill assembly line people that will make it all work."
Regardless, the key is to go all-in with STEM education to better position Nevada for the new economy, according to Muro. Otherwise, the state will find itself squandering the great opportunities opened by high-profile projects such as the Tesla gigafactory.
Kazmierski agreed.
"If we're serious about quality jobs in the future, we need to be very serious about STEM education — and that's from day one," Kazmierski said. "At the end of the day, if we don't get serious about STEM, we're in trouble."