Chris Roe: So were going to go ahead with our next panel, making STEM works so Im inviting the panelist to come up to the stage right now and get settled in and Im going to briefly introduce our moderator then shes going to take it from there but Jamai Blivin is the President and CEO of Innovate Educate which is based in New Mexico but its a national non-profit which was founded in 2009 with partnership from Intel and Lucky Martin so Jamai weve known each other for a few years and its been fun working with you so Im really excited to have you here this morning and looking forward to this panel so Jamai Blivin: Thank you. Chris Roe: thank you so much. Jamai Blivin: Thank you. Good morning. Audience: Good morning. Jamai Blivin: I told Chris its always good to have a full [inaudible] the last day so its great to be here. Im really excited about this panel as Chris said, Innovate Educate we started about four and a half years ago and its been a real journey starting with STEM in one state and networking with Chris closely with some of the other states, theres STEM ex-states. But were really starting to really see some significant work that is ahead for our organization on skills gap in economy and the workforce and thats what were going to be talking about today, we have a really great panel. Im just going to do some quick introductions. Debra Jones is a Dean on Workforce and Economic Development at the California Community College Chancellors Office. Debra and I have gotten to be on some phone calls together, she brings great expertise and overseas California State and Federal Workforce Training Grounds, shes also the co-author of a book, Return an Investment from Adult Education and Training with them when I get because we need to know more about that. Dr. Merrilea Mayo is one of my partners in crime as we do this work together. Shes the founder of Mayo Enterprises and shes currently the lead researcher for both Innovate Educate and/or at ROI Ventures, founded by the WK Kellogg Foundation, on some work were doing. Merrilea was previously the Director of Future Learning Initiatives at the Kauffman Foundation, she was the Director of the National Academies of Science, she was a scientist at Sandia and was a professor at Penn State for 11 years, also always have to tell everybody that Merrilea, shes a great gamer and games in her, the rest of her time and if you really want her to build you a virtual hero shell do it, I have a great one on my computer that she built and avatar so. Greg is the Senior Director of HR Engineering at Raytheon Corp and part to this Greg was, he led organizational effectiveness at Raytheon, serves as Director at that unit at the Raytheon Space and Airborne Unit and also was a HR at some [inaudible] so its great to have a good industry partner that obviously is dealing with probably what were going to be talking about today and then Bill Scroggins is President of Mount San Antonio College serving 60,000 or more students, thats pretty darn good and I think you said this was your third presidency. Bill when I was looking at your bio, I really think you have everybody brings a policy expertise coz its looks like you did some good policy work in your years giving three bond issues approved and also serving as President of states in it so I think what we have here is a great panel of research industry higher ad workforce and policy. Some really excited to have this discussion you know what I really want to do today is be able to leave here with questions not maybe all to answers but with that some big questions like I think each panelist is going to put out and its going to be top provoking at least since its been very provoking for me as I worked in this. Chris sent me a blue print for jobs that was released recently by the HR Policy Association which was consortium of 300 at large as empowers in the country and some of their planning at some workforce, Im just got to hit a few high points. Its going to take seven years for as to recover the jobs that were lost in 2008 to 2009. Thats compared to taking two years from the 1981 recession which is when I really got you know I was in school college at that time. As many jobs have been lost since 2008 as were lost and with the last four recessions. So you know were, this is not funny, this is really serious and I try not to get to, its one of those things how I can I thinking what in a world that were going to do, you know we can talk about STEM, we can talk about education but we got a real, real workforce crisis at our hands and I think each of these panelist is going to be able to talk about the work and what theyre doing in this area where the job seekers couldnt find a work, what are the pathways to employment and what does had even look like anymore, its not the same as it used to be and how are we going to really create this collaborative infrastructure of all the people like this, they were really address in ecosystem because it really, its going to take infrastructure in ecosystem to address the numbers were looking at in our country and its a time that I think everybody in this room has probably, Debra and I were talking about why are we working 60 hours a week, this is like ridiculous you know but were doing it because were passionate and we love it and we want to help solve the issues, so I really and thrilled to be moderating this panel and were going to give each panelist some time to go through their slides. Were going to start with you Debra Debra Jones: Yeah. Jamai Blivin: and just go on order. Thank you. Debra Jones: Good morning. It is a joy to be here, I have been inspired and I have been challenged and Im going to talk to you today a little bit about Systems. My work with Systems began when I was eight years old and my mother gave us the serious [inaudible] and mark any words catalog which we called Wish Books and all of the neighbors, Jessie and Jane and Katie and Cindy and Moony and my little brother Bob got together one winter and we created a community, a paper doll community we called it. We had a hospital, we had a school, we had training centers, we had a more that was a shoe box with a piece of silk left over from Christmas that my mother put in and we put the crinkled paper dolls in there. That was the beginning of my Systems work and I truly believe that it takes every single one of us that create the Systems to work together, to solve problems. Okay, okay a little bit of how many of you are from the Community College System? Let me see a hand. Just very briefly, 112 Community Colleges, we employ 85,000 people and we have over 2 million students in our System couple of their quick stats you can see 45 percent of STEM, people on STEM occupation came from the community college system and I heard the other night that 85 percent of students in the CSU system came from the community college system, so community college system plays an incredibly important and critical for all in STEM. But whats happening? You can see on the slides are investment in career technical education is going down, were going the wrong way. So these our goals at the community college Chancellors office, Im going to bring all of these up at once. Weve been working diligently, we have a new vice chancellor, Van Ton-Quinlivan and were working night and day and weekends I can be on my email at 2:30 in the morning she will beyond her email at 2:30 in the morning. Were designing a framework that has three important pieces, one it focuses on partnerships, the other it takes the dollars and the resources and prioritizes them and then the third it delivers systems regionally. So we began to look at these investments, Im not sure where I am supposed to even point this, there we go. We look at our investments, look at Californian ditz and GIS mapping, we look at those organic networks that have formed that many of you are part of, we also look at regions on a different boundaries, now the Chancellors office has its own boundaries, CDE has its boundaries, everyone has their specific regions and we decided not to engage in the regional conversation, we engaged shortly, briefly in a conversation, we didnt need to spend our time trying to define regions, you folks have defined your regions, youre doing the workout there with your, we look at the economies, so these are the regions that we came at, these are regional economies, its a based on some research, we decided to take our investments and these investments are SP 1402, the EWD dollars that refer job creation and training, the SP 1070 dollars which were SP 70 just us recently we authorized which are for CTE and partnerships between the K 12 and the community college any four-year institutions and then Perkins leadership dollars, how many of you are involve in programs and projects that get any of those funding sources, okay. The rest of you that arent, write them down, SP 1070, 1402 and Perkins leadership because these are another source of resources. These are the sectors that we looked at, this is also research driven, research decided and we said there are 10 sectors and we are going to ask each of these regions to prioritize three sectors, their top three sectors where their jobs, where is that skills gap, how do they need to train folks and find it to determine two emerging sectors and were going to take this three funding sources which is about 100 million dollars and focus. Now instead of in the past with these dollars, we sprinkled it and we have programs and islands of excellence, a great practices out there and many of you are involved in these wonderful practices. But what we really needed to see with the systems to come together and someone to connect not someone but for the dots to be connected so we dont have these islands any longer of best practices. These are different times were working in real critical economic times and actually times of opportunity, we have a new Chancellor, the CSU system has a new chancellor. We possibly have more funding or less funding depending on the November 6 election and it took this as an opportunity to redesign our system. So this is the one Im talking about, taking these three funding sources, were braiding these funding sources, were asking regions and renew our faith thats going to come out, so instead of the community colleges getting separate RFA and all of these money is being put up for individual projects, were asking you to braid your funding to leverage your funding and most of you in this room, all of you in this room are already doing that. But were going to do that from a system perspective, from the Chancellors office, something we have never done before. Okay, here we go, and were asking you to take your other dollars, leverage those other dollars to create the wonderful programs that you are creating. In the last slide, Ill see if I can go back, there we go. We have a website, its called doingwhatmatters.cccco.edu and honor that has all of our recent work, were very transparent in the work that were doing, we have engaged the field. Van Ton-Quinlivan, vice chancellor, has gone out and then critical conversations have you been attended a critical conversation, okay which is giving out information but more importantly shes getting information from you, brings it back to the office and then we work on them and we bounce that back off of our networks. So this website doing what matters that are on where you can find all kinds of information, you could put other most important piece of this website is on button on the left hand side, its called the Feedback Button, please look at whats on the website, there are toolkits for you and we need your feedback in the work that were doing. So I have been inspired, I have been challenged too by this conference, I have so appreciated talking to you and hearing about the wonderful work that youre doing and the solution lies amongst us collectively together we need to look at the solutions for the workforce because we have an incredible skills gap. There are three things that we need to do, we need to create jobs, we need to put students into those jobs, we need to train those students and then thirdly we need to train the people on who are training those students. We have the EWD funds 22.9 million dollars to this job creation, we have the CTE SP 70 funds for training students and we have the leadership of Perkins leadership development funds that will train, will provide professional development and folks I need to let you know this is not the Perkins dollars local assist installer so its will continue to flow to your schools, but with these three sources we are prioritizing, we are focusing and we are anticipating that we can move and deal in the success of our students and bring that skill close, begin to close that skills gap, thank you. [Audience Clapping] Merrilea Mayo: Am I next? Jamai Blivin: Yes. Merrilea Mayo: Okay, waiting for the slides to come up. Thank you, yeah. Oh we have to lean over here to see whats youre saying. Id like to take my 10 minutes to talk about our current concept of the mismatch between education and workforce. In the start of the realization that for a couple of decades our nation has been obsessed with whether or not we have enough scientist or engineers to fill the jobs available I mean for the most part weve been saying theyre not enough but then of course the of shortening crisis came and then maybe we had too many and I started to think you know what were doing is were trying to match the number of degrees produced to the numbers of jobs available because the degree has a certain name on the top of it, job has a certain name on top we think that should be a one-on-one correspondence. But maybe whats more important are the skills that underlay the degrees I mean thats what really dictates how people perform on a job and maybe thats we should be looking at and thats what should be measuring instead and I was confirmed in this view by turn out to be an enormous bulk of industrial psychology literature, spending 40 years literally over a thousand studies that showed the degrees are not the same as skills and in fact if you look at, oops, going back, okay, if you look at what predicts on the job performance on a scale of zero to one thats a calm labeled M is actually correlation called fish in between whats on the left and ultimate on the job performance, so M varies from zero to one where zero is absolutely no relationship between that item and on the job performance if you were to select your employees as way be like pulling names out of a hat and one is perfect ability to predict on the job performance. The best thing we have is called an Ability Composite at about of point five, Non-Ability Composite is simply the scores from three different skills test were combined into a mega metric. But look at how different that is from level of education whether or not you have a degree, its five times better than a degree and predicting who perform in a job and sadly enough that degree at are equals point one is fearlessly close to zero and its ability to predict who actually perform and those of you who has higher college graduates so dont seem to be perform can confirm that degree doesnt always, isnt always what matters. What is also interesting about this ability composite metric is that it predicts performance on high end jobs much better than low end jobs, the higher the cognitive low, that the cognitive requirements the job, the better and better it does. For STEM jobs in particular is an excellent metric for predicting who will do well in job, now all these is a research literature, what about you know down in a dirt, nuts and bolts performance on the job. Well, there probably about a dozen companies that have gone public with the fact that theyre currently using this metric as a way to sort perspective employees and what is happened to them? Well this is one slide out of several because we dont have forever today. But what you see overall is a 25 to 75 percent reduction and turnover, a 50 to 70 percent reduction in aim to hire, a 70 percent reduction in cost per hire, a 50 percent reduction in training time and then individual metrics that depend on a particular industry so for example a manufacturing has receives up to an 80 percent reduction in non-comporting product also have a different metric. So really on the ground this test are actively predicting something that for some reason the school degree isnt quite getting at. So that makes, brings up a very interesting question so what is it about these tests, I mean you take lots of test in schools, these are just standardized test, what is it that they are getting at, the school test arent. Well if you look at test, theyre very interesting, what they do is they test your ability to take a lot of information, figure out how, whats relevant, whats not so you got score which irrelevant, you got to chain together and organize whats left until some sort of logical sequence you got to figure out where the holes are and fill them and the ultimately what you have to do is to figure it out to go from this mess of unknown disorganized stuff to something thats concrete and answer a solution, a product, it is a figuring out skill, it is the essential critical thinking our problem solving skill and these tests in various dimension so you can have a test that surrounding reading so your ability to critically think around text its given to you and engineers have to do to set them much higher level than waiters do because you have to read this really complicated technical manual and figure out things that youre arent very obvious that you dont know but there are other dimensions as well. School however does not really teach the skills, school is about giving you the known and ask you to reproduce the know and suppose theyre giving you the unknown and ask you to drive the know and so fundamentally as weve looked at data in New Mexico were 1600 students where we found that theres only a 10 percent overlap or 10 percent of a students performance on these tests can actually be predicted by years in school. So its a slim but critical sliver of skills is actually missing from the workforce but it turns out to be critically important on the job because on the job its never what you had in school exactly and in fact technology is changing really rapidly and its new everyday and if you want to be at the forefront and the cutting edge and inventing things is even newer than that so this figure thing is out scaled, its critical for workplace performance and as you might expect, STEM occupation require the skills in much higher level than the average US job. So here are taken that floor of list of STEM occupation has really great work by the way for these guys in Florida and calculated what would be the average skill level in each of these industries. We actually use the work key set of test so these are sort of their brand names for their categories that they test in and you can see in each case that the STEM jobs actually average out to a higher level of competency than the average in each of these critical thinking axis whether its reading, whether its applied math, whether its what ACT will call locating information so your ability with charts, graphs and diagrams whether its observation, whether its listening. So these are different ways that you can take in information but in each method you have to be able to sort, organize and understand what youre talking about. Now I can go over these in great depth thats another hour long conversation but let me point out a few items of interest. First of all, observation is the biggest gap in terms of the difference between STEM jobs and other jobs, if youre technician you have to look at a mess of wires and say what does this really mean you know if Im trying to diffuse the bomb, which one do I cut not fall us you mess a wires okay. [Audience laughs] Merrilea Mayo: Very important to be able to critically think about what youre seeing in that mess of wires. Similarly scientists that have to make observations in the course of designing and conducting experiments so very high level of skill but was not something we teach explicitly in school, we think that people, because people see they observe, two very different things, alright. Listening turns out to be sort of the US average also not taught in school but turns up be critical for certain STEM jobs that youll have heard companies complain that they cant get people for, anything thats a technical customer service job so field service engineers or you know working with customers on complicated equipment requires high degree of critical coz a customer often doesnt know what the heck they want you got a piece together from that [inaudible] description, whats actually going on and map that back that your understanding the product. We also have a serious national deficiency exacerbated in New Mexico and peoples ability to understand charts, graphs and diagrams you would think that people get this train in school coz they have math classes with graphs in it and they have science classes with graphs and charts in it, but we never explicitly teach it the way we teach phonics you know step by step what is the process when decoding a diagram and so people leave not kind of really understanding this and you see this no work place all the time I mean I can give you a bunch of stories, Ill give you only one about a company in New Mexico it produces and repairs heavy duty equipment for the oil and gas industry. So it has a lot of welders on staff, theyre all certified welders, all have gone through all the educational occurrence. But theyre constantly getting wild welds coming back in the field and equipment breaking down. So what is the problem? We take our job profile and send them to the companies and say figure out what skills you needed for this job and he finds out that in fact you tells the manager that you realized that your diagrams so where to put the welds are so complex, they top out at a sort of level six in locating information that only point one percent of all New Mexicans can actually perform at this level and that in fact if you wanted someone who could read your choice in diagrams in behind the heavy architectural design firm across the street thats making six figures and having to beg him to come be one of your welders you know you cant function like this you know youre employees dont really understand where to put the welds and so you really have to viable options, one is to dumb down your diagrams the point where your employees can understand and the other is to train up your employees and we can charts, graphs and diagrams. A tie math is another very interesting story which those of you afterwards can come and ask me, but there some key gaps there as well. But bottom line is we have two systems and theyre very different and their philosophy and approach. [Audience laughs] Merrilea Mayo: I guess you see what Im going with this. The school systems are for years weve had the system where school basically it has been trying to prepare you for everything you might encounter in life. So we give you a big basket of fish, youve got your algebra fish, you got your US history fish, youve got your language fish, the ideas the bigger the basket of fish you go out and go out and roll with them how prepared you are and thats great except that you know 20 years from your degree most of fish have been gone bad and one of the fish chimney now werent given out when you were in school and in fact for a lot of professors theyll tell you that most of fish went bad the day after the final exam. [Audience laughs] Merrilea Mayo: So you know the word paradigm is its a lot less important to how specific fish than to be able to fish, to be able to figure things out on the job when you got new information, when youve trying to get to new things and so this is where was youre trying to drive to in our alignment of the educational workforce system in New Mexico by having employers actually higher according to the critical thinking skills rather than a degree and then turning back to the school system and saying look you know there something out there that maybe should be paying attention to because its important to people when they get out in workforce, thank you. [Audience clapping] Bill Scroggins: Good morning. Audience: Good morning. Bill Scroggins: Yes, Im a college president but Im also a chemist. I have a doctorate in chemistry from UC Riverside, taught at the tune in four year level for 26 years before going into administration I still teach and work as a chemist. So I view myself as on loan to administration Im really a chemist. Ive been in community colleges for 39 years and I have to say that its enjoyable work because it works for students who are really challenged to find the best things that they can do. We have three missions, one is to prepare students for doing college level work to work with students, to gain the skills to enter the workforce or re-enter or upgrade them those skills in the workforce and we provide the first two years of bachelor degree program. So let me comment a little bit on preparation of students to do college level work particularly through the lens of entering the STEM disciplines. Most important skill that I think we all possessed is communication skills and what we find is that at college we expect expositor writing that is to take a situation and write coherently about it, why is that important? Well if you just talk about something you dont necessarily have to organize your thoughts very carefully but if you write something down, you do, you have to organize your thought you have to make a case and thats what scientists do, we organize our thoughts into a coherent argument and find evidence for that and make the case. So thats a very important skill that often its a mismatch with students who come to us so we work with them to be ready to do that college level work. We also find that while there mechanics of mathematics maybe acceptable, their ability to solve problems is typically not so to be able to analyze a situation, reduce that to a certain logic and then to follow through applying the right tool, sort of like the diagnostic skills that a medical professional would need. We just dont find those skills, we end up teaching those skills. Finally, I would say that in the area of inquiry, we need the students to identify with their own internal motivations and we find that many who come to us are passive learners instead of active learners. They havent been exposed to the inquiry process of asking questions and seeking those results working in teams and looking for evidence and that really applies to STEM heavily but it applies to all aspects of todays modern workforce. So lets talk about the workforce, there are jobs but the jobs have shifted one of the points in the paper that was mentioned by the HR Association is that a fundamental change in the workforce, and yes there is. Today, more than two-thirds of the jobs have provide the level of wage require some sort of post secondary training and that was not the case in your parents or grandparents seeking of jobs so formal education is much more important. Most of the jobs that are available are not in the productions areas, manufacturing and so on where they used to be but rather their technology based or service based. So theres a difference set of skills that are needed and Im afraid we as educators havent really responded well to the shift in the job market, were working on it but its an attempt to turn the titanic when the, we could see the iceberg in our sights and some would say maybe our economy is at the point where who would hit the iceberg and were trying to avoid sinking. So what are we doing? Well, were recognizing first that this is a fundamental change in the workforce and we need to change the way we do business in terms of educating those to enter the workforce. So what is that require? I think that it requires, particularly requires a partnership between education and business and that is more important than ever and I dont think this going to go away, I think that the traditional way of educating in silos which you were talking about, its gone forever and we need to give that up and talk about what are the skills needed to do the various occupations that are available. So how do we do that? Well you know I think business is ahead of us in that regard and that theres a movement in business for standardization of job skills. Its not quite there yet but you see a lot of it and its been around for a while, its just a growing process. Nursing for example, that there always been a pretty well defined skill set for nursing but now theres an international test called the NCLEX its even given in China and actually China students passed that NCLEX which is in English by the way, it passed at a very high rates. This is sounds like Dr. Mitras conversation yesterday a little bit, thats because its pre-stages what we need to do, CPA exams for example, theres even more of that today than there used to be of this industry standardization. Some of it is government-driven. If you want to apply, you need a certificate, we train you and how to get that certificate. Now electricians in the state requires certificate, didnt used to? We had a big job market bump in educating electricians, didnt we? Theres more certification, if you want to cut hair where theres bureau of barbering in cosmetology here in California you have to get a license. You want to take care of children, well theres a permit matrix that we all know about in community colleges, its divided by a skills letter and we give out certifications. But business is also established job standards through industry collaborative so that the American Welding Society for example has a portable certificate and those of us in community colleges are trying to stay ahead of the curve, were teaching to those standards so that the skills in welding can be establish and you can take that degree and go anywhere in be a competent welder. Theres automotive standards like that, theres architectural standards like that that are created by industry councils. That is not as widespread as you think, business has dont often higher on those standards but I think thats an emerging process so we need to work more closely with business to be sure that those standards are applied in hiring and that were teaching to those standards coz we just cant be inefficient in providing skills training that doesnt match with employers need. And finally their standardization by manufacture or product the most famous one is probably the Cisco Networking Standards, by the way Cisco is now not the major producer of network devices and telecommunications, its a Chinese company called Huawei, which you probably never heard of but now its much more efficient and effective. They actually the engineer the Cisco product and reinvented them in a more effective way, thats something were need to take a consideration as we compete in the job market. All of these job standardization is moving in a way that we as educators are not taking advantage of and we need to do that. So whats the problem with the economy if there are jobs out there? Well, I think the crisis is vested in two areas. One is consumer confidence and the other is this change in the job market. Businesses dont want to invest right now because of the uncertain future, its uncertain regulatory environment, the financial market have changed, who knows what healthcare is going to be like, the international situation is unstable. Consumer similarly they were just burned by this economy so they dont want to spend money so the consumer products are not being sold, theyre putting more money in the savings which is a good thing but that does not stimulate the economy but theres a pen up consumer demand its going to be release at some point in the future and we need to be ready for it. But the change in the job market is pretty fundamental it needs to be one where we can intersect with that area. We need to work much more closely with businesses and I think thats one of the reasons this job market change, why the stimulus money didnt work as well, one of my role is to sit on workforce investment board so I watch the money go through and read whats called the Teagle. I cant even tell you what Teagle stands for. Its the government standard for training and, you know, documents like this and basically it was all done in short-term type training, thats not what business is need, business need long term training and a sense of stability in order to hire and thats the whole fundamental thing that needs to change, we need not a crisis of confidence but an assurance that American ingenuity is what has made this country great and the kind of work that were doing together is now more important than ever. Educators, business and government need to be on the same page provide the kind of alignment that we preferred to today. And I dont think Ive said anything that all of you havent thought, we are here together to make that message loud and clear and work together and that is the missing element, thank you. [Audience clapping] Greg Till: Alright, now its going to be interactive portion. Could you all stand-up for a second? You represent the 4 million people that graduate from ninth grade every year, congratulations. [Audience laughs] Greg Till: Youre doing a good job. Alright, could a 30 of you guys sit down, could like from here over sit down please. Thats the number who will actually make it through high school you guys good job, fantastic, give yourself a round of applause. [Audience clapping] Greg Till: Alright, now the middle third sit down and leave this last third over here. Im sorry guys, youre not going to college.. [Audience laughs] Greg Till: These folks actually go to college, now, nice job alright, well give them a round of applause for that. [Audience clapping] Greg Till: Alright, fantastic. Now if everybody except for that last table over there with the guy in the vote t-shirt could sit down please, go ahead sit down. That represents the total number of STEM graduates we get every year. Yeah, its sad. So for those of you who are more motivated by money, it kind of looks like this. [Audience laughs] Greg Till: Each one these dollar bills represents a hundred thousand students. Theres 40 of them, that means 4 billion, theres 200,000 students, 250,000 graduate with STEM degrees and only 100,000 of those folks will actually get into a STEM career, that doesnt mean theyre good and so lets talk a little bit about that. [Audience laughs] Greg Till: Only six percent of American students scored at the advance level in math, the United States is 23rd out 29 developing, excuse me, developed nations in terms of where we score in our science course. Oh but the first by the way we already heard it mentioned then weve already, it sounds like that there is a fear, a fear based presentation yesterday which we all should be afraid about which is Chinas number one in that list of 23 and oh by the way the United States out of all the United States bachelors degree is produced we only have about 15 percent in STEM, China has 50 percent of their degrees in the STEM fields. Only 16 percent of our folks have this thing clicks, there we go. Only 16 percent of American students are both proficient, not high proficient just proficient that two dollars I showed you and interested in the STEM career and I already told you guys that only 50 percent of the folks who get STEM degrees actually pursue a job in the STEM field so thats kind of a doom and gloom piece. Heres the things that we should be selling to our students, the first thing is that the average STEM student makes 77,000 dollars a year, the average non-STEM student makes 43,000 dollars a year which if I did the math, write them in HR guy so Im not sure that I did but I think that thats an 80 percent premium, thats pretty good. Over the last couple of years the STEM jobs have grown 300 percent compare to the non-STEM jobs and within two years well have 2.5 million new STEM jobs and so some of you guys mentioned in your speeches about your presentation about how that supply the demand kind of even up especially for defense contractor, the math doesnt add up for us. It also doesnt add up for our global economy, 20 years ago in 1990 you guys probably know this already, we had 40 billion dollar trade surplus and advance technologies product surplus, we exported 40 billion dollars more than we imported today, we have an 80 billion dollar deficit. Thats why Raytheons over the past let should say 60, thats why Raytheon over the past five years has devoted 60 million dollars to STEM through our flagship program, Math Moves You which Im going to talk about in a couple of seconds here and just last year in 2011 we spend 150,000 hours our employees did volunteering in different STEM areas. So you know when students plug-in a guitar, ride a skateboard, throw a football, play a video game, they actually engaging in math and science but they dont realize it and Math Moves You is really all about making the connection so that students can realize when theyre using math and science so that they can get inspired by it and start new lifelong relationships with math and science they can actually benefit themselves, our workforce and our country. Here some of things that were doing. Here some of things that were doing. [Audience laughs] Greg Till: If I say it three times it might come up. On the first thing that we are doing, one of the most recent things is our math alive exhibit and so several of these things that Im going to show you today are interactive, games basically that were encouraging folks to play across the country to engage more in understanding how science and math contributes to their everyday lives, its not memorizing the formulas, its not memorizing the functions that we talk about earlier, its really figuring out how to make things happen and how to have fun using math and science so that we can inspire their creativity and innovation which really is what our company is all about. Math alive has six different exhibits that teaches people the dynamics of skateboarding, how to build a bridge, all different kinds of things that teaches folks about fashion and so far its two different cities in the United States and it hit 10 and five international locations in the next couple of months. We also sponsor the hall at Gillette Stadium, which is where the New England Patriots play. I hesitated a little bit to show this on the West Coast, our company is based in Boston, but this basically breaks down the science of sports in this case the science have football and connects it to what students are really interested in, we also sponsor a science of sports which is a five month program with the New England Patriots where students basically go through a five month curriculum and do projects and those projects are judge by the General Manager Kraft of the New England Patriots and our CEO, Bill Swanson, its pretty cool everyone has fun every year, everyone has fun every year. I developed, I rate and the Walt Disney Imagineering I love how Walt Disney calls their engineers imagineers, I love that. I think we could all use a little bit more of that. Quote about by them, excuse me, by Raytheon and Disney, we created that some of all thrills, this experience combines math and science into really innovative game, our folks design their own rollercoasters and then they get to experience these rollercoasters and ride them themselves. They can do a rollercoaster or a bob sled or a fighter jet, its a really cool activity that students get to learn math and science principles and then actually write the result of what they create. On the last thing is over to kept past couple of years we really been focused on bringing more of this experiences to inner city kids, the folks that have the most disadvantage and so and those kids sometimes they dont or they not able to go to Disney World or you know make it to the New England Patriots to participate in these programs and so weve basically formulated simulations that we offer online to almost any student that wants it and so we have Mission to Mars you can see the middle thing over here represents or some of all thrills rides and we created characters that shows students how to get interested in math and science and the kinds of things that they really interested in. We also think kind of a second pillar of making sure that were increasing our STEM workforce which ultimately impacts our economy in supporting education and so we have lots of things going on that helps support education specifically supports teachers, providing teachers with the tools and resources that they need and also the recognition that they deserve because the STEM teachers are really critical folks, you guys most of you guys I think are teachers, youre the ones that are really critical and assuring that our students are not only inspired but get those critical thinking skills that we talked about earlier and so here are couple of things that were doing from an education stand point. All available at Mathmojo.com if youre interested in finding out more about it. We have math here as award every year and we also award over 200,000 dollars in scholarships and grants to teachers to pay for conferences if they want to go to pay for airfare and sure that were getting the education that we need and the continuing education math and sciences. We also partnered with Business High Education Form to basically create a STEM research that they models the impact of different policies and different decisions we make in STEM education. Our Raytheon engineers spent over 12,000 hours developing this model and they gifted it to BAGF and now its open source that anyone can contribute to it and make it better and better so that we can actually make pragmatic practical decisions to help our workforce and what this modeling shows us is that we can actually make measurable differences every single year. The model also shows us the reason that we care so much about teachers and making sure that we partner with different teaching organizations is that the teachers impact have an 8.5 percent impact, do you guys are 8.5 percent of the reasons why students either make it or dont in the classroom. And the last thing that I dont want to have a too much coz it seems a little bit like Im petting myself on the back coz all these volunteer things that we do, if you want to understand a little bit more about what we participate in and how we get students involve in these activities, I wish youd go to Mathmoji.com. The thing that I probably and the most pro test, within on the pro test stuff for our company is the first robotic championship I think you guys probably heard a little bit about that yesterday, we sponsored over 35 teams, we give out 40,000 Im sorry, we give out 41,000 dollar rewards to these teams and its really cool to see you know young engineers, young mathematicians, young scientist, young folks just who just want to learn in this competition together I think it really fosters that critical thinking that competitiveness that were looking for. These are all the things that were involved in whatever they like to do is if the sounds going to work. Bring it to reality for you guys into my video. [Music background] Greg Till: Meeting these investments are a huge investment in our childrens dreams, in our talent pipeline and really the competitiveness that we have as a country so I look forward to talk into more about how we can partner with the rest of our panel, thank you. [Audience clapping] Jamai Blivin: Thank you as always, we never have time for all the questions so Im going to try to get some key questions out and do you want to leave time for questions or, no, got it. Okay, we dont have 30 minutes more, very good, very great information, Im wanting to connect thoughts Greg, Merrilea actually working right now with business sharing at form on the Raytheon model doing some of the workforce labor date and right now with business sharing at form and thats going to be really great to see what you get out with that. So I could just throw these cards in the air because Im going to make up questions that I want to know. How many of you major in the STEM degree, STEM field? Okay, more definitely more than the population that we deal with. How many have a child that majored or is majoring in STEM? Okay, yeah, so I do my son graduated with the biomedical engineering degree from University of Rochester and couldnt find a job, so you know its one of those things because of his biomedical and he shouldnt major in something else. But I think what I sit here and think about is the numbers, if you throw out to end, that Jean Morrison, wherever she is, all of us could have work in the space for a long time, even those are some big numbers we have to get to and I questioned hows the academy like Raytheon, are you changing your hiring practices or looking at other ways to bring in STEM people without the traditional degree or you still really just looking at the degree? Are we on? Greg Till: I can talk really loud. [Audience laughs] Greg Till: Anybody else on? Jamai Blivin: Okay, there you go. Greg Till: Can you hear me now? Audience: Yes. Jamai Blivin: I guess Im questioning the gap like thats a big number weve got to hit. Greg Till: So what is usual number that were trying to hit, were doing it in all kinds of ways I mean probably the biggest source of recruiting is kind of a typical recruiting where we got to college campuses, the one that we know produce critical thinkers, engineers that learn by doing and they kind of apply their skills day one on the job. But doing lots of innovative things because we make a lots of innovative projects and so I was just describing to the table that I was sitting a couple of minutes ago, we have cyber fairs a couple of times a year you know one of our big products is cyber protection and cyber offensive technology and so we get a bunch of computer scientist or hackers or teenagers into room like this together ask them to hack some of our systems, fake NASA and lots of other really hard stuff and the top few folks who are able to do it in record time are the ones that we hire regardless Jamai Blivin: Oh, oh. Greg Till: regardless of degrees and things like that. So we actually get them into a gaming environment, ask them to break the code and they hire the ones they can. Jamai Blivin: So you could probably get a job there. [Audience laughs] Jamai Blivin: I totally approve. Greg Till: Ill give him my card. [Audience laughs] Bill Scroggins: Microsoft just published a proposal in this area and they proposed a short term solution of recasting the immigrant visa process to emphasize STEM and charging businesses for hiring this people from other countries coz they dont think in a short term doesnt it any way our system can respond I think they write about that and they claim that 5 billion dollars over 10 years can be raise through their proposal, they invest in the STEM pipeline and they propose a number of things that weve been talking about that that money could be use for eventually get us to the point where we producing the number of graduates. Jamai Blivin: Okay, good. So Debra and Bill my question to you is that the blue print that weve talked about, it notes that the skills and infrastructures changing so rapidly that fields become obsolete and sometimes in less than a year. So how many degree you know, theres hundreds of degree programs. So you know what weve talked about today how are you trying to dressed up through your threading and funding, how you trying to address the hundreds of different degrees but what skills are needed to be able to move across you know different fields. Debra Jones: So sound so try it to say that we really have to plan for the future that we cant be building a system for today , today is obsolete so thats what we are doing as we really looking at the future. It so important in our work with and Im going to speak just with the three dollar, the three funds that I talked about earlier. With our EWD funds, there were not just working on job development, job creation separately from the training funds where were actually training students, there are disconnects and were really looking at making those connections. Jamai Blivin: Bill. Bill Scroggins: Were focusing a lot on emerging occupations and trying to leverage government money and in some cases they convince the money that come forward so for example, a major cyber security initiative and teaching those skills and we have a program in building automation to run those complicated computer systems that control the temperatures at rooms and really talking to employers about what are the emerging skills not just what you need today but what are you going to need going forward. The problem with our support system in the training firm framework, EDD and so on is there just not, theyre not out in front of this issue and so we need to exert out pressure on them to enable us to do bridge type programs like incumbent worker training and like apprenticeships and internships that really add the last piece of the education thats specific to the job that you need and were getting there in California we just passed a law that required we had to do that kind of training in California but its slow. Greg Till: And also safe from an employers perspective that we invest so much money on employees ensuring that they have the skills and competencies to the job effectively for today and tomorrow that its, I dont want to under mind the function or the degree but its almost more important to some other points earlier that we have good critical thinking skills, good innovation, a certain type of mindset that engineers have to be able to do anything you know the average age of our Raytheon employee is somewhere in the 20s, excuse me, the average 10 years somewhere in the 20s. That means that most of our employees didnt grow up working on a computer and so the fact that one of our biggest products right now is in the cyber space is a test to meet to how those folks grow over time on their careers and their ability to think critically to influence, to understand new concepts to one to solve the hard problems are a lot harder than any specific degree that were trying to educate folks on today. Jamai Blivin: So Merrilea I know you know from the companies that weve been working with, do you identify through the research comment skills across all jobs? Can you comment on how that, 10 percent of all jobs are really STEM specific jobs and you showed us the data that you need even higher skills. But to transport for just in time employment, can you talk about what you found on the skills you know that those three critical skills are needed across all jobs. Merrilea Mayo: Yeah. ACT has been collecting data on this for years because they send individual job profilers in the company to analyze specific occupations and theyve done this across 16,000 different jobs and they basically found that all jobs, oh not all, 95 percent of all jobs can be describe by the same three to eight fundamental skills so each job is sort of unique in a sense that it has a signature but its like a bar chart like on showing is that that you could be high in reading and lower in math in the middle. So theres unique signature for job but really they all composed sort of the same underlying skills and the things that are not part of that underlying skills at are typically the things that employers will teach on the job anyway, the specific piece of equipment or the specific product that you would need to earn machine that you need to operate. Jamai Blivin: Okay. So time is back to STEM and whats happening in STEM today which were working with our states on, common core next generation science standards. Merrilea, Im going to throw this to you because you can be a little more disruptive possibly but how does a common core next generation science standards and whats happening in K12 perform, how does that relate to future workforce and also the community college, how are you all dealing within the community college system and then how does it roll all the way it to the employer and how that impacts you know the entire pipeline. Merrilea, you want to start? Merrilea Mayo: Ill start but you know I have that mental model of the basket of fish versus fishing and so when I look at the common core I think this is a good idea in terms of standardizing the number of fish everybody gets coz some kids were leaving school with three scrawny fish and some kids were leaving school with buckets of healthy fish so now we can give out you know the same number of fish and in that sense we serve equalize a flame torch, I think its a very valid approach. If I could waive for magic wand and make things different what I would say is somewhere in that basket of fish I mean we need a fishing skill in amidst of all that so that sort of should be the core of the common core and you know we found that you can teach the skills in very, very short amount of time like 20 to 60 hours but somehow theyre just never thought and so its not like we want to, we need to redesign the entire education system, we just need to get a few critical skills in there that trap to be lifetime useful skills and I think that those fishing skills will to learn how to learn skills with the figuring anything our skills is a core but should be the core the common core. Bill Scroggins: The strange thing here is that colleges and universities are moving away from standardized testing and K12 is doubling down. Merrilea Mayo: Yeah. Jamai Blivin: Right. Bill Scroggins: When we test students coming in, in math for example the best correlations we get are peers in correlation coefficient to our number of .35 the variance which is the square of R is does 10 percent, that means that 10 percent of the outcome of students in college math courses is predicted by that assessment test. Jamai Blivin: Yup. Bill Scroggins: 10 percent best outcome predictive validity of standardized test in mathematics, so were not using them then the new curriculum is, the new curriculum is come in and let say you have a business, a social science major so you need statistics. Weve got a one year program come in at any level, go study this is the flip classroom, go study it with the material the technology provides and then coming in the classroom and well talk to you about how to use that information. You have to write about it, you have to work in small groups about it, you have to use the computer in the wall basically, the wall is on the cloud and then you come in to classroom and within a year weve doubled the number of people who are getting through math with the goal of statistics. This is the Carnegie a stat way, quant way experiment thats going on right now and many of us are doing it anyway. In language acquisition, were using for speaking and listening, were using more of an immersion model where again its small groups, you go out and you talk, you come in and you gain some classroom experience. But for writing its writing, you cant learn writing by sitting and listening about it, you have to write and again technology is assisting actually doing it. So weve got a huge disconnect Jamai Blivin: Right. Bill Scroggins: again with whats expected in a formal education system and whats really working. Jamai Blivin: So Greg when you hire somebody, do you say how did you do on the common core assessments? [Audience laughs] Greg Till: Of course. Jamai Blivin: Now I mean thats what my Chairman in the Board from Intel said, I dont know what campuses, I dont know what common core is, I dont know what next generation science is so I mean again the vacuum of K12 to community college to four year to industries something I still think were going to have to grasp been hopefully this is a beginning of more and more conversation that we continue to have it. Are you involved in any of these from the state level? Debra Jones: We are, we are CDE, yes. Jamai Blivin: Good. Bill Scroggins: With this ACT work keys profile of skills applied mathematics, reading for comprehension, job profiling, other states are doing this, California is doing it, he didnt missed here and there I came from the Central Valley words being done a lot but in L.A. County they dont even know what Im talking about. Jamai Blivin: Right. Bill Scroggins: We really need to for the middle occupations we really need to look at the system like this, not common core standards which arent addressing these needs anyway but rather the kind of work thats being done by ACT. Jamai Blivin: Great. Chris allowed me to have a question. Question? Anybody want to ask a question to one of the panelist? In the Audience: I have comment. Jamai Blivin: Comment? In the Audience: Its a sort of a question. Jamai Blivin: Great. In the Audience: Can you hear me? Im very loud? Jamai Blivin: Yes. In the Audience: Im a school teacher in K12 and I hear youre saying that this connect between industry in K12 except the problem is its industry thats causing the testing problem in K12. The testing companies in those places are the ones that are forcing this [inaudible] on us Debra Jones: [Laughs] In the Audience: to help us with that and if we can do that because theyre not assuming us as teachers, theyre not listening to the administrators, we need your help to say, lets get this crazy testing non-sense out and give to kind to teach really things that matter, likes STEM, like critical thinking that produce people who can actually comes within the work. Jamai Blivin: Okay, somebody clap. [Audience clapping] Jamai Blivin: I wish we have more time, I really appreciate this opportunity, I hope this left us all thinking about pondering over some of the data and the work, and the alignment and then it continue collaboration thats going to have to happen. Thank you to the panelist and have a great day. [Applause]
