scholarly journals Coding a Weather Model: DOE-FIU Science & Technology Workforce Development Program.

2017 ◽  
Author(s):  
Jon David Bradley
Keyword(s):  
Workforce Development ◽  
Development Program ◽  
Science Technology ◽  
Weather Model

scholarly journals Closing the Signaling Gap: Leveraging learning science and technology design principles to support marginalized and vulnerable youth to transfer their skills, knowledge, and abilities, to new and different types of work.

10.29007/9vtx ◽  
2020 ◽  
Author(s):  
Tessa Forshaw ◽  
Sergio Rosas ◽  
Bethanie Maples
Keyword(s):  
Workforce Development ◽  
Development Program ◽  
New Paradigm ◽  
Technology Design ◽  
Web Based ◽  
Vulnerable Youth ◽  
Entry Level ◽  
Future Of Work ◽  
Early Results ◽  
Routine Tasks

The OECD suggests that young people, ages 18-25, will be the hardest hit by the future of work. As entry-level positions are more likely to involve routine tasks with low skill requirements, this group will be most at risk for disruptions or transitions partially because lack of social capital and exposure to careers prevent them from finding the necessary support to transfer their skills to a new environment (OECD, 2018). As society faces an uncertain and changing future of work, workforce development needs a new paradigm; one founded in leveraging the learning sciences and human-centered technology design to drive inclusion.A preliminary trial of a web-based skills visualization tool with the LA Chamber of Commerce suggests that when participants in their workforce development program created their skills visualization map using the tool, the quantity, and quality of skills used to self-describe increased. Further, the number of participants recommended for an internship also increased. These early results indicate that using a skills visualization map may promote self-explanation, and allow participants to construct a better understanding of how to transfer their skills to a new environment. This approach was used to address the core learning problem of self-explanation, as studies have shown that self-explanation and visualizations are powerful strategies to learn more deeply (Schwartz et al., 2016).

scholarly journals The Socialization of STEM Professionals Into STEM Careers: A Study of Newly Hired Engineers

2018 ◽  
Vol 21 (1) ◽  
pp. 92-113 ◽  
Author(s):  
Russell Korte ◽  
Samantha Brunhaver ◽  
Sarah M. Zehr
Keyword(s):  
Workforce Development ◽  
Social Dynamics ◽  
Supply Side ◽  
Work Experiences ◽  
Stem Careers ◽  
Science Technology ◽  
Engineering Work ◽  
Organizational Work ◽  
And Mathematics ◽  
Newly Hired

The Problem Recently there has been a growing interest to increase the number of people entering science, technology, engineering, and mathematics (STEM) careers. One of the major problems with this “supply-side” model is that it sees STEM workforce development narrowly as one of inputs (recruitment) and ignores the practice of STEM work, which affects the retention of professionals in STEM careers. The Solution Informed by recent research and theory on career development, we studied the work experiences of newly hired engineers in one organization. A key finding is that a major part of their experiences involved organizational work and social dynamics outside of what many considered to be “real” engineering work. We propose that these experiences provide important insights for the education and retention of STEM workers. The Stakeholders Faculty in higher education that prepare STEM workers, managers in organizations that hire new STEM workers, and aspiring STEM workers.

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