Equipping Future Leaders: The Imperative of Tech Education in K-12
As the CEO of Edtech company, Technology for {You}th, I am acutely aware of the transformative power of technology in education. In today's rapidly evolving world, providing comprehensive technology education to students in grades K-12 is not just a necessity; it is an imperative. The United States stands at a crossroads, where decisions made today will shape the workforce of tomorrow. We must invest in nurturing a digital mindset among our young learners, for the benefits reach far beyond the classroom.
In a world increasingly defined by technology, equipping our students with the tools they need to navigate the digital landscape is crucial. Many jobs of the future will incorporate elements of technology and coding, making digital literacy an essential skill for the workforce. The demand for tech-savvy professionals is only going to increase, and it is our responsibility to prepare the next generation for these opportunities.
However, the significance of tech education extends beyond mere skill acquisition. Incorporating technology courses into the education system can be a catalyst for improving critical skills such as problem solving, critical thinking, and logical reasoning. These skills are not only vital for success in tech-related fields but also invaluable for tackling the complex challenges of the 21st century. By integrating technology education into the curriculum, we empower students to approach problems systematically, think critically, and find innovative solutions.
It's no secret that the United States has been falling behind other first-world countries in terms of the number of engineers and tech professionals it produces. This trend has serious implications for our nation's economic competitiveness and national security. The Department of Defense's 2021 Defense Industrial Base report underscores the risks of not having a sufficient tech-based education system. The report highlights that a shortage of tech talent can compromise our defense capabilities and weaken our position in the global landscape.
To address these challenges and ensure a brighter future for our country, we must take concrete steps to prioritize technology education in K-12 settings. Here are some key strategies to consider:
Early Exposure: Start tech education early, introducing basic coding and digital literacy concepts as early as kindergarten. Early exposure fosters comfort and confidence with technology.
Curriculum Integration: Integrate technology courses seamlessly into the existing curriculum, promoting cross-disciplinary learning. Tech education should complement subjects like math, science, and even the humanities.
Teacher Training: Invest in professional development for teachers to ensure they are equipped to teach tech subjects effectively. Teachers are the linchpin in delivering quality education.
Access and Equity: Bridge the digital divide by ensuring that all students, regardless of their background, have access to the necessary technology and resources.
Real-world Application: Emphasize practical, real-world applications of tech skills. Engage students in projects and challenges that simulate workplace scenarios.
Collaboration with Industry: Foster partnerships between schools and tech companies to provide students with exposure to the latest industry trends and career pathways.
Assessment and Accountability: Develop rigorous assessment mechanisms to track the progress of tech education and hold schools accountable for delivering quality tech programs.
Investing in technology education for our students is an investment in the future prosperity of our nation. By equipping our young learners with a digital mindset, we empower them to thrive in an increasingly tech-driven world. We enhance their problem-solving abilities, critical thinking skills, and logical reasoning – qualities that extend far beyond the realm of technology.
The time to act is now. Let us prioritize technology education in K-12, not only to bridge the skills gap but also to shape a generation of innovative thinkers, problem solvers, and leaders. As we do so, we ensure that the United States remains a global leader in technology, industry, and defense, securing a brighter future for all.
-Omari Edwards
STEM Spotlight: The Art Of Money Matters
This month, we sat down with Art Of Money Matters founder, Tricia Taitt. The Art of Money Matters (AMM) offers growth-minded small to mid-sized businesses ($1MM+) outsourced CFO services. They help entrepreneurs and executives assess the financial health of their business, uncover opportunities to increase profit margin, and develop tactics to fund growth. In this first part of the two-part series, Ms. Taitt talks about her journey from Wall Street to Broadway and how finally embracing her love of math with her passion for art helped to create the vision for the Art of Money Matters. We hope you are inspired as much as we were by her story of defining your own path in life.
3 N.J. colleges launch new undergraduate STEM degrees
William Paterson University
Wayne-based William Paterson will launch a new 55-credit medicinal biochemistry major this fall. The program will include courses such as modern methods in drug design, medicinal chemistry, analytical instrumentation, and nano-chemistry and technology. Students in the program will be equipped with research and problem-solving skills that will prepare them for fields in medicine, dentistry, pharmaceutical science, forensic science, neurobiology, and other health disciplines.
“We are proud to present this new program at William Paterson University that addresses a currently unmet educational need in our area: a tailored degree program in the chemical sciences for students whose goals involve advanced education and/or professional work in health or clinical fields, or research and development settings,” says William Paterson University College of Science and Health Dean Venkat Sharma.
Seton Hall University
South Orange’s Seton Hall said its Department of Finance within the Stillman School of Business has launched a 24-credit financial technology undergraduate major. Students studying finance can choose from three areas to concentrate on: finance, mathematical finance and finance, and technology. This is one of only two undergraduate programs nationwide that have a concentration in FinTech. Courses will include technology of finance, financial strategy, portfolio analysis, and more.
“FinTech is currently the leading disruptive force in financial services, and the industry expectation is that these forces will remain in place powered by the unabated forward pace of technology,” said Finance Professor Elven Riley, the program designer, and former Wall Street executive and advisor to some of the world’s largest investment banks. “No financial transaction completed today, from simple checking accounts to complicated mergers and acquisitions, can be accomplished without technology. And the intersection of finance and business analytics with data and machine learning is at the cutting edge of the profession in the 21st century. Enabling our students to focus on FinTech uniquely prepares them for the most well-paid and sought-after positions in the financial industry.”
Pillar College
Newark’s Pillar College has created a Bachelor of Science in applied chemistry with a concentration in consumer product development. This is the only program of its kind to be offered in the state. Students will focus on general, organic, analytical, and surfactant chemistry, product development, and business marketing. In the lab, students will learn what goes into making products used for skincare, personal and oral hygiene, and more.
“This is more than a STEM degree. Our applied chemistry program will have students industry-ready to meet the needs of the world’s leading consumer product companies,” Dr. Robert “Bob” Heffner, program chair, said. ”Students will have hands-on experience in the first year. They will participate in project-based learning opportunities and community engagement with non-profit and for-profit organizations.”
Meet the scientists building a prison-to-STEM pipeline
In a Missouri courtroom in 2008, Stanley Andrisse realized that he wasn’t seen as human. The case being fought that day centered around a drug trafficking charge—Andrisse’s third felony conviction. Not long ago, he was a college student churning through sweat-soaked undergraduate years funded by a football scholarship at Lindenwood University. Now, he was facing a bifurcated future, one path leading to a burgeoning career and the other stopping at gray, cinder block walls.
He wasn’t sure which he was headed for. Growing up in Ferguson, Missouri, Andrisse started building a reputation as early as middle school, and adults around him solidified it. He was smart, and frequently in trouble, mostly for small infractions like talking out of turn or sagging his pants—transgressions Black boys seemed to be penalized for far more often than white ones. Over time, they added up to harsh penalties. Detention graduated to school suspensions, and eventually, teachers expected trouble from Andrisse while peers celebrated his fearless rule breaking.
Andrisse was aware of both reputations as he grew older. School felt like a place packed with critics eager to point out flaws, so he focused on areas where he excelled: sports and social status. He was arrested for the first time at age 14, and he dipped in and out of the juvenile and adult legal systems until his third felony conviction in his early 20s.
Sitting in the courtroom, Andrisse knew that he had chosen to break the law, but it felt like the road from middle school detention to prison had been paved for him—and the other kids, mostly Black and working class, who regularly appeared in those places—long before he sold drugs. When he heard the punishment he could potentially face, he was shocked: 20 years to life.
Andrisse recalls the defense arguing that he was a promising, but off-track, biology major, one who had recently completed a research fellowship studying cancer cell growth at St. Louis University, while the prosecution painted him as a career criminal who would return to the legal system again and again. The sentence was 10 years—half of his life, and what felt like his entire future. Andrisse asked if he could give his mother one last hug, but a bailiff shackled his hands and feet and pulled him away.
“That point was really like the door slamming in my face in the realization that I was no longer considered a human,” Andrisse says. “I was seen as a criminal, less than an animal, someone who deserves to be in a cage, and those experiences and types of things just continually happen in incarceration.”
Now an endocrinologist scientist and assistant professor of physiology at Howard University, Andrisse is part of a growing number of academics and activists who are fighting barriers that prevent formerly incarcerated people from entering the sciences. That work requires dismantling forces that tell students that they’re not cut out for science, bolstering STEM education within prisons and eliminating embedded racial biases, and removing obstacles that block students from continuing their education after incarceration.
Despite the challenges, a few have broken through and gone public with their stories, and they’re changing science itself—not just conceptions of who can be a scientist, but how entire research fields are studied. Their stories and extremely small numbers illustrate the profound difficulties formerly incarcerated people face and provide glimpses of how much untapped scientific potential languishes in prisons.
Read More At PBS:
STEM Career Expo Opens Panel For High School Students
On Wednesday, April 21, from 6:00 to 8:00 p.m. Central Time, U.S. The Department of Energy’s Fermi National Accelerator Laboratory will offer high school students an opportunity to ask those questions at the annual Science, Technology, Engineering and Mathematics (STEM) Career Expo, held online using the GatherTown conference platform. The Expo provides a valuable opportunity for high school students to meet with STEM professionals from a wide variety of careers and ask questions of the people actually doing the jobs they will be applying for in the coming years.
This is an incredible opportunity for these young scholars as it gives them a very unique experience, in the form of actually meeting people in their possible careers. An expo like this is immensely important in today's day due to the rapid growth of the STEM job market in the last few years. The in-depth details that can be attained during this time can prove to be an invaluable experience for these kids going forward as they explore the paths to getting to their careers.
NJ Institute for Future Technologies Launched
Gov. Phil Murphy, President Daniel Chamovitz of Ben-Gurion University of the Negev (BGU), and President Joel S. Bloom of New Jersey Institute of Technology (NJIT) have unveiled a partnership that will create a world-class Institute for Future Technologies in New Jersey. Two powerhouse universities in the fields of cyber technologies and environmental engineering will come together to offer dual degrees and exciting new research opportunities. The Institute looks forward to receiving support and seed funding from the State of New Jersey.
“NJIT is one of the state’s premier STEM-focused universities, and BGU is one of the driving forces behind the success of Israel’s technology economy,” said Governor Murphy. “By joining together in this groundbreaking venture, NJIT and BGU will combine their expertise and track records in technological research and development to help strengthen the economic opportunity and tech leadership that I have long envisioned for our state.”
Acting Consul General of Israel in New York Israel Nitzan added, “This exciting partnership is another expression to the vibrant and fruitful relations of Israel and New Jersey. We share many commonalities, among them our spirit of innovation and creativity. We are proud of this collaboration between two top-notch academic institutions that will conquer the future of cybersecurity and environmental engineering.”
The Institute for Future Technologies will combine the academic and research capacities of two global institutions, creating the region’s next hub of technological innovation. The partnership by NJIT and BGU aims to provide bespoke cyber technologies, civil and environmental engineering education, will conduct applied research and development, and will support innovation and entrepreneurship through technology commercialization efforts. The Institute’s mission is to deliver:
1. Education – Offerings from dual NJIT-BGU graduate (Ph.D. and M.S./M.Sc.) degrees for local students, to corporate training programs
2. Applied Research – Opportunities for Ph.D. students and research staff, based on corporate, government, and defense R&D projects and funding
3. Innovation and Entrepreneurship – Promoting technology transfer and commercialization of R&D and other intellectual property from NJIT, BGU, and other sources, including launching ventures and spinoffs
Operating out of both NJIT’s satellite location in the waterfront section of Jersey City as well as its main campus in Newark, the Institute will be easily accessible from the World Trade Center and the Financial District in Lower Manhattan. As companies move and expand operations across the Hudson River into Jersey City and Newark, the Institute is positioned to serve the entire metropolitan region.
One main component of the NJIT-BGU agreement is collaboration in civil and environmental engineering, including research in structures, buildings, materials, infrastructures, energy and environmentally conscious construction, water resources, and air quality. Both BGU and NJIT have considerable interest and expertise in the development of systems and materials with minimal environmental impact, as well as the development, use, and regulation of natural or engineered systems for the remediation of contaminated environments (water, air, soil). This is in addition to design and preparation against earthquakes and other extreme events, including man-made and natural catastrophes. These civil engineering and infrastructure/water efforts intersect with the cybersecurity effort in protecting aquatic environments and other infrastructure systems from malicious actors and cyber attacks.
NJIT president: STEM programs are worth New Jersey’s investment
The following is an article written by the current president of NJIT, the article is on his thoughts about the importance of STEM programs.
In today’s world, technology is both indispensable and inescapable. Just about every facet of our society is changing rapidly due to technological innovation. Whether in healthcare or communication or finance or transportation or any other market sector, all major business enterprises are, at their core, technology companies. Today, every company is a technology company.
Technological innovation is what fuels efficiency and product development in today’s economy, and this reality creates incredible demand for employees in the science, technology, engineering and math (STEM) fields. New Jersey cannot meet that demand without supporting the colleges and universities that are preparing the workforce our state requires. Therefore, New Jersey should begin considering the number of degrees awarded to students in the strictly defined STEM disciplines as part of the calculus for both the annual base appropriation to colleges and universities and the Outcomes Based Allocation (OBA) funding formula for distributing new aid.
New Jersey Institute of Technology (NJIT), where I serve as president, is both a catalyst for economic growth ($2.8 billion annual impact on New Jersey) and a launching pad for its students because we prepare them to excel in fields that are in high demand. As New Jersey’s public polytechnic university, NJIT educates approximately one-third of our state’s engineers and is a top 20 national university in the production of African American and Hispanic engineers. NJIT also is #1 in the entire nation, according to Forbes, for the upward economic mobility of students from low-income families, and we are in the top 2% nationally for alumni mid-career earnings. Our graduates, who are an exceptionally diverse group that includes many first-generation college students, assume high-paying positions that have a multiplier effect on job creation and factor heavily into our state’s economic prosperity and tax base.
Unfortunately, the successes NJIT has made possible for its students and for the State of New Jersey will not continue if sufficient support and funding are not provided by the state. NJIT and other institutions that train New Jersey’s STEM workforce are particularly hard-pressed because of the additional costs associated with providing STEM education. Studies by the Center for STEM Education and Innovation as well as the National Bureau of Economic Research (NBER) have documented the higher costs associated with providing STEM programs, particularly those in the disciplines of engineering, architecture, computing, and the physical and biological sciences. For example, the NBER study found that, in comparison to degree programs such as English, history, psychology, and economics, the costs of offering engineering programs are more than 100% greater. The Center for STEM Education and Innovation determined that engineering programs are more than 60% more costly to deliver than the average degree program.
These higher costs are driven by multiple factors. The salaries of STEM faculty members are 33% higher than the overall average faculty salary at doctoral universities. This is due to the limited supply and highly competitive recruitment process for faculty in STEM fields, as well as the marketplace for such professionals outside of academia. Because of the technical nature of their teaching disciplines and their lines of research, newly hired faculty also require start-up funds for equipment and supplies. Additionally, academic facilities costs are greater, as STEM disciplines require high-tech laboratories, lab techs, costly equipment and supplies that are not required for most disciplines. This also applies to information technology infrastructure, which must provide cloud-based and hybrid high performance computing platforms.
If New Jersey is to succeed in developing the workforce necessary to support a knowledge, innovation, and technology economy, we must provide resources that support students in the STEM disciplines and the colleges and universities educating those students. I have been encouraged by the initial steps taken by Gov. Phil Murphy, former Secretary of Higher Education Zakiya Smith-Ellis, and our state’s legislative leaders to partner with New Jersey’s public colleges and universities for the benefit of our students and our state. If, however, we do not recognize the importance of investing in the STEM workforce that will be the foundation of our future economic strength, we risk long-term negative consequences and will deprive students from low-income and underrepresented groups of opportunities to pursue careers in high-income and high-demand fields.
Dr. Joel S. Bloom is the president of New Jersey Institute of Technology.
STEM Activities Hosted By NASA
Students from kindergarten to 12th grade can take part in a series of STEM activities now through August hosted by the NASA Glenn Research Center.
The virtual activities include experiments, engineering projects, and an essay contest that is designed to foster curiosity about the world, according to a release. All are part of the 80th-anniversary celebration of NASA Glenn, which was established in 1942 as part of the National Advisory Committee for Aeronautics.
Glenn’s Office of STEM Engagement, or OSTEM, launched a new website featuring science, technology, engineering, and mathematics (STEM) challenges with three themes: aeronautics, space, and research and engineering. Experiments include designing a lunar habitat, programming a rover, making a pinwheel galaxy, and making and flying straw planes, paper airplanes, and helicopters.
Students in grades four to 12 can participate in an essay contest that focuses on one of three topics: Glenn’s missions, people, or future. Students must research the topic, compose an essay and submit it by March 31. Winners receive an invitation to participate in a virtual recognition event, a virtual Q&A session with STEM professionals and virtual facility tours. Six winners’ essays will also be published on the OSTEM website.
Other virtual events include:
NASA STEM Kids Virtual Event: March 10 from 10 to 11:30 a.m.
Kindergarten to fourth-grade students can learn about the Artemis program, which looks to land the first woman and the next man on the moon by 2024.
High School Shadowing Day: April 16 from 10 a.m. to noon
High school students can virtually explore career opportunities in STEM and business. The event features NASA scientists and engineers working in STEM fields, as well as activities and virtual facility tours.
Tech Day: May 13 or 14 from 10 a.m. to noon
Students in grades six to eight can learn about the different aspects of engineering, as well as take part in a virtual tour and live STEM activity.
Girls in STEM: July 16 from 10 a.m. to noon
Students in grades six to eight have an opportunity to see women excelling in STEM careers. The event includes a virtual tour, an online presentation from a female engineer, and participation in a live STEM activity.
Aviation Day: Aug. 26 from 10 a.m. to noon
Students in grades six to 12 can learn about aviation exploration. The event features a virtual tour of a NASA laboratory, a presentation from a NASA scientist or engineer, and a live STEM activity.
Pictured: NASA Glenn Research Center (Photographer: NASA/GRC/Marvin Smith)
STEM Company Spotlight: Herb & Root
This month, our Trustee & Foundation Chair and Cofounder of Technology For Youth Kerry-Ann Edwards sat down with Herb and Root’s Julia Khalig-Garuba. The Skincare and Fragrance Entrepreneur took us on a journey to her back-packing days in Asia, North Africa, and the Middle East which inspired the creation of her fragrance and skincare line. Julia talked about the metaphysical powers and chemistry behind fragrances as well as how Herb and Root uses search optimization technology to identify and reach customers. We enjoyed talking to Julia about how Herb and Root practices Environment, Social, and Governance (ESG) responsibility. Aromatherapy has been around for many years, but Herb and Root is a perfect example of using science and technology to modernize this ancient practice. Herb and Root is an example of how you can use STEM to create unique opportunities for solving problems and following your passion. This is why Herb and Root is our March STEM SPOTLIGHT.
Girl Day Is Coming Soon!
Girl Day (February 25, 2021) is a worldwide campaign to engage girls in engineering. Thousands of people--engineers, educators, and others--act as Role Models, facilitate engineering activities, and educate girls about how engineers change our world.
A report from DiscoverE states that, Despite the Odds, found that this simple formula helps girls develop an interest in engineering, build their confidence in their problem-solving skills, and create a STEM identity.
You can make a difference in a girls' life. The Y-12 National Security Complex will take the Introduce a Girl to Engineering event virtual this year to introduce East Tennessee students about careers in engineering.
Through a series of E-Talks, girls in East Tennessee can watch pre-recorded videos with Y-12 employees explaining their day-to-day and answering questions.
Teachers interested must register for the pre-taped videos, then, once registered, E-Talks will automatically be delivered to the email address used when registering and securing the ticket.
Introduce a Girl to Engineering is an annual event hosted by Consolidated Nuclear Security at Y-12 National Security Complex. There are many events for introducing a girl to STEM happening all across the country from schools to organizations like the girl scouts. Look around for events near you before Feb, 25th comes.
Livingston Student Starts Nonprofit to Bring STEM Courses to Underfunded Districts
LIVINGSTON, NJ — In order to help bring STEM (science, technology, engineering and mathematics) courses to underfunded school districts, Livingston High School (LHS) rising senior Eric Jing recently founded a nonprofit called “The STEM Generation" that is now helping districts across several states.
After initially launching the organization to help promote STEM education in the immediate area, Jing worked with a nonprofit attorney to incorporate the organization and attain tax-exempt status. Now a recognized 501©3 organization, STEM Generation is eligible for corporate grants and authorized to help school districts nationwide.
Jing, whose interest in STEM began in elementary school, said he was inspired to start STEM Generation during the 2018 Oklahoma Teacher Protests.
Although the COVID-19 pandemic temporarily suspended donations, books have previously been sent to Reading Senior High School in Pennsylvania, Central High School in Tennessee, North Crowley High School in Texas, and more. The next donation is headed to Trenton Central High School in New Jersey.
Books are typically shipped to the more distant destinations, but Jing and fellow organization members enjoy personally delivering the book donations to schools within a one-hour radius.
Although the COVID-19 pandemic temporarily suspended donations, books have previously been sent to Reading Senior High School in Pennsylvania, Central High School in Tennessee, North Crowley High School in Texas, and more. The next donation is headed to Trenton Central High School in New Jersey.
Books are typically shipped to the more distant destinations, but Jing and fellow organization members enjoy personally delivering the book donations to schools within a one-hour radius.
“I read an article in which one teacher told a reporter that he ‘didn’t realize that people had textbooks with covers on them’ because his school hadn’t had the budget to replace their coverless and very outdated textbooks,” said Jing.
A couple months later, when Jing’s advanced placement (AP) biology teacher returned from a New Jersey teacher conference, Jing recalled her commenting on how lucky Livingston Public Schools students are.
“She said there were so many other school districts in New Jersey—which is an already pretty well-funded state in terms of education—depend on textbook donations to sustain their schools because they don’t even have the budget to afford to buy new books,” he said.
According to Jing, this not only saves shipping costs but also allows them to witness the recipients’ reactions to receiving the donations.
To date, STEM Generation has:
Aided more than 15,000 students and 23 public school districts;
Raised more than $10,000;
Received more than $175,000 in grants;
Donated more than 2,100 textbooks;
Served 36 states and Puerto Rico;
Hosted 10 science workshops;
Partnered with 23 organizations; and
Donated $15,000 worth of equipment to schools in need.
Newark Teacher Awarded $1K in STEM Research Kits from National Program
NEWARK, NJ — A teacher at Abington Avenue School scored $1,000 in specialized tool kits for science, technology, engineering, and math education.
Khalil Gordon, who teaches 7th grade at Abington Avenue, is one of 100 educators selected from more than 400 applicants to the Society for Science & the Public’s STEM Research Grants program. The award will provide 13 kits for project-based science projects in the classroom and at home.
Newark Public Schools, which has been operating remotely since March, is set to allow students back into classrooms in the New Year for hybrid learning. It has postponed its return date twice due to concerns about community spread.
Society for Science is a nonprofit that furthers the understanding and appreciation of science and the vital role it plays in human advancement. Gordon said his teaching philosophy is to inspire as many students as possible to choose science as a viable career path.
““I am grateful for the opportunity that this Society for Science grant has provided to my home school Abington Avenue in Newark,” he said. “I am eager to expose my students to innovations in technology and I am hoping that from this initiative, students become inspired and motivated to pursue science as a career path for the future.”
The grant funding is provided by Regeneron Pharmaceuticals, according to the Society for Science. All grantees are from underfunded school districts who will be able to choose from 13 research kits, including the following:
Foldscope Instruments – Paper microscopes that can be used from home. Made with paper and lenses, the microscopes can reach magnifications of over 140X and 2-micron resolution.
Arduino Starter Kits – An open-source hardware and software platform that allows students to learn about electronics. Available in a variety of languages and simple to use at home, teachers can lead students through projects about voltage, current, coding and also the fundamentals of programming. Students can build innovative prototypes with Arduino boards for their science fair projects with this kit.
PocketLab Weather Sensors – Equipped with a rechargeable battery and Bluetooth 4.0 wireless connection, this sensor technology allows students to easily measure data like temperature, humidity, pressure, and light. The data can be collected, visualized, and analyzed in a cloud platform, enabling students to access the data in real-time on their iPads or mobile devices.
Neuron SpikerBox Bundles – A take-home kit from Backyard Brains was fashioned to encourage teens to study the brain and develop future therapies to treat neurobiological disease.
Rookie Robotics Team from Livingston Advances to FLL State Championship
LIVINGSTON, NJ — Five Livingston Public Schools students—including Mt. Pleasant Middle School sixth-graders Rian Thomas, Siri Patil Rishi Shah and Preethi Sivaraju, and Collins Elementary School fifth-grader Rayna Thomas —recently participated in their first-ever FIRST LEGO League (FLL) competition.
The FLL, a global robotics community, is a three-division program that aims to inspire young people to experiment and grow their critical thinking. This includes coding, design skills through hands-on learning in the areas of science, technology, engineering, and mathematics (STEM). FLL is one of three robotics programs that are separated by grade, the other two being the First Tech Challenge and the First Robotics Competition competitions sponsored by FIRST.
The rookie team, called “Super 5,” competed against more than 40 teams across New Jersey to advance onto the state championship, which is scheduled for later this year. Super 5 was also named the “Best Performing Rookie Team” and “Rising Star Team” in the recent competition. Teams competing in FLL are judged and scored in three categories, including robotics, core values and teamwork, and a “STEM Innovation” project.
Although these competitions are traditionally hosted in person, the FLL has recently transitioned to virtual events as a result of the pandemic. (Click the link for more details)
STEM Company Spotlight: Boaz Bikes
As we prepare our youth for what’s next in “work” we will be introducing companies that are disrupting traditional industries, using STEM to differentiate themselves or are just plain awesome! This week we sat down with Emil Nnani and Cory Smith of Boaz Bikes. They have disrupted the “last mile” transportation space with their rideshare e-scooters. Watch the interview to find out why their version of e-scooters is causing a buzz. For more information check out https://wefunder.com/boaz.bike
Environmental Activities in Union County Continue this Winter
Union County residents who are interested in environmental activities and STEM topics can find a wide variety of online programs to explore this winter. Online programs include original videos produced by Union County's Trailside Nature and Science Center, a series of online classes leading to certification as an Environmental Steward, and the Mars Base Camp program for students ages 8-14.
Residents and visitors can also explore specially marked trails in and around Union County parks. On these trails you can learn about local history, geology, distinctive trees, and other points of interest. For information about COVID-19 guidelines in County parks visit ucnj.org/parks-recreation.
Online programs/classes are offered as well. Residents of all ages who are interested in science and nature can visit the Trailside Nature and Science Center online for curated online and at-home activities and original videos. These videos feature local wildlife, at ucnj.org/trailside. Students ages 8-14 can participate in the online 4-H Mars Base Camp STEM Challenge, hosted locally by the Rutgers Cooperative Extension of Union County. More information is available at 4-h.org/parents/4-h-stem-challenge or contact Union County 4-H Agent James Nichnadowicz at jnichnadowicz@ucnj.org.
The Extension will also offer its Environmental Steward training course for residents who are interested in developing an environmental program for their community. No background in science is needed.
The registration deadline is January 22 and classes begin on January 26. All classes are online and field trips may be added as conditions permit. For details visit envirostewards.rutgers.edu, or contact Rutgers Region 2 coordinator Michele Bakacs at mbakacs@njaes.rutgers.edu.
Hazlet Girl Scout Awarded For Women In STEM Advocacy Initiative
HAZLET, NJ - 31 Monmouth and Ocean County Girl Scouts were recently named recipients of the Girl Scout Silver Award, which serves as the highest award presented by the organization for scouts in sixth through eighth grade.
Tackling complex issues such as cyberbullying, cancer care support and environmental sustainability, the winners were honored at a drive-thru ceremony last month at the Girl Scouts of the Jersey Shore Program Activity Center in Farmingdale.
Blake Cregg-Wedmore of Hazlet was awarded for her efforts in increasing girls' engagement in STEM (Science, Technology, Engineering, and Math) fields.
To support her project, Cregg-Wedmore gathered data about students' interest in STEM through a survey she conducted at her middle school, using the data to develop a virtual STEM camp for girls in grades 4 through 6.
Last summer, she ran four sessions of the virtual camp with registrants from 25 U.S. states and territories. Cregg-Wedmore also created marketing materials for STEM-related clubs at her middle school to help recruit and retain members.
Teach Kids STEM with a Mand Labs Kit
The Mand Labs Electronic Series DIY Kit, just $145, is designed to help children enter the world of STEM by using their hands-on DIY kit to help them start feeling curious about STEM without the classroom. Each kit has a series of instructions and even videos to limit the amount of frustrations that could be had while enjoying the kit.
The KIT-1 is designed to put everything you need to begin exploring circuits and physics. Among the topics explored are:
Voltage, current, and resistance
Light Emitting Diodes (LEDs), including infrared
Multimeters
Resistors, including variable resistors
Ohm’s law and Kirchhoff’s Laws
Series and Parallel Combination
Switches, relays, capacitors, transistors, and inductors
Sensors, including photodiodes and thermistors
Semiconductors
Digital logic gates
And DC motors
Among the projects you’ll build are burglar alarms, touch-activated switches, “staircase” lighting, and H-bridge circuits, which allow DC motors to run forwards and backward and are a key part of many robotics systems.
It includes all the needed tools and parts for each project, and yes, even batteries are included. Everything is carefully organized in trays you can seal to keep parts where they belong as well, and the box itself folds out into an orderly tool kit where screwdriver, pliers, and the breadboard (with its handy carrying case) are all easy to reach and use.
Smithfield Foods Commits $300,000 To Heritage STEM Camps Foundation To Increase Participation Among Minority Women
Today, Smithfield Foods announced a commitment of $300,000 through 2021 to support Heritage STEM Camps Foundation (HSCF), a not-for-profit organization that creates powerful immersive experiences for aspiring Science, Technology, Engineering and Math (STEM) leaders. This grants helps the organization open doors for more children to have opportunities to immerse themselves in STEM. Smithfield’s contribution will support HSCF’s Mid-Atlantic efforts to boost levels of self-confidence and self-efficacy among minority young women and prepare them to be leaders in STEM fields, business, and entrepreneurship.
Smithfield’s grant will provide funding for a STEM Summer Camp that’s aimed at encouraging female students ages 12 to 18 in North Carolina and Virginia to leverage the skills learned to gain confidence, drive meaningful change in subsequent careers, and grow financially.
“As we strive to build a more diverse and inclusive culture in our industry and the communities we serve, it’s critical we invest in programs that provide opportunities for underrepresented groups,” said Steve Evans, director of community development at Smithfield Foods. This program will help place minority youth squarely on the front lines of innovation in our field.”
Optiv Announces $40,000 Scholarship for Black, African American Identifying STEM Students
- $10,000 to be Awarded Annually for Four Years Each by Optiv’s Black Employee Network --
Optiv Security, a security solutions integrator delivering end-to-end cybersecurity solutions, today announced its Black Employee Network will be offering $40,000 over four years in scholarship funds. The scholarship will be awarded to an individual who identifies as Black and/or African American and is studying a STEM (science, technology, engineering and mathematics) subject in an effort to increase diversity in the cyber and information security fields.
Applicants must meet the below qualifications:
Be a graduating high school senior.
Verify acceptance into an eligible degree program in a STEM related field (including but not limited to computer science, electrical engineering, math, etc.)
Minimum cumulative high school GPA is 3.5 on 4.0 scale.
Must maintain a cumulative undergrad GPA of at least 3.2 on 4.0 scale to remain eligible for the scholarship over the course of four years.
Be planning a career in cybersecurity/information security.
Complete the scholarship application including a one-page essay and two letters of reference.
Identify as Black and/or African American (African, African American, Caribbean, for example) and a U.S. Citizen, U.S. national or permanent resident.
Qualified candidates are encouraged to apply here. Optiv will be accepting applications until January 8, 2021.
House Democrats introduce bill to invest $900 billion in STEM research and education
Representative Ro Khanna and several other House Democrats introduced a legislation two weeks ago to invest in and train a technologically proficient workforce for the future. The 21st Century Jobs Act would invest $900 billion over the next ten years in research and development efforts around emerging technologies including artificial intelligence (AI), cybersecurity, and biotechnology, along with prioritizing science, technology, engineering, and mathematics (STEM) education. This bill would help hundreds, if not thousands of students gain familiarity with STEM. Along with pushing a more technologically advanced future for everyone. This bill would establish a Federal Institute of Technology (FIT) that would spread out across the nation at 30 different locations. This would include existing educational facilities and promoting STEM education in public schools. Integrating STEM education into the core academic curriculum would help lower the amount of technologically impaired students in the world. In addition, it would open many more career opportunities and bolster the skillsets of people who are not necessarily interested in one of the STEM fields. According to a summary of the bill, it will ultimately create around 3 million new jobs per year, and significantly raise public investment in research and development, helping the U.S. keep pace with other nations on the international stage. This work ties into the work of Tech4{You}th by encouraging progression in STEM world wide.