Volume VII Issue 5
Fall 2011 |
|
 |
 |
 NASA
Listens to College Students' Ideas
 NASA
recently hosted an education forum with college students in Orlando, FL.
The event focused on their vision for the future of America's space
program. "We want our student participants to feel free to have an open
dialogue about what is important to them in the context of space
exploration, aeronautics, technology, and robotics," said NASA Associate
Administrator for Education Leland Melvin. "These young people are our
next generation of scientists, engineers, and explorers. We encourage
them to reach higher, and we are anxious to hear what exciting pursuits
they envision for the future."
In addition to witnessing shuttle Atlantis' launch, the student
participants toured NASA's Kennedy Space Center in Florida and met a
NASA astronaut.
The agency began holding regular pre-launch education forums in August
2007 with the STS-118 shuttle mission that carried
teacher-turned-astronaut Barbara R. Morgan. NASA has a broad education
program to encourage students to study science, technology, engineering,
and mathematics.
NASA also has lots of educational opportunities for precollege students.
 Find
out more about NASA programs and other
precollege
opportunities...
Tech
Levels Key to College Selection
According to the 21st-Century Campus Report, which surveyed more than
1,200 college students, faculty, IT staff, and administrators about the
role of technology in higher education, 87% of college students surveyed
said they considered their institution's technology when selecting their
college. A related report found that 92 percent of current high school
students say technology is an important consideration as they evaluate
colleges. Other findings:
-- Tech use is up:
Students are using technology more often while in class.
-- Thirty-one percent use technology as a learning tool every day, up
from 19 percent last year.
-- Mobility makes an impact: Faculty and IT staff report that e-readers,
media tablets, and smartphones are essential technologies 21st-century
campuses.
-- Faculty still struggle with technology: Students, faculty, and admins
all report that the biggest challenge to campus technology is that
faculty don’t know how to use it.
Find
out about college fairs
and other ways to review college options...
Student
View: One Year Out of High School
 One
year after graduating from high school, most members of the Class of
2010 believe that earning a college degree is "definitely" worth it,
according to a survey by the College Board. The survey on college
readiness and affordability, "One Year Out," explores how young
Americans assess their high school experience and its role in preparing
them for life after graduation. While these recent graduates have a
generally favorable view of their time in high school, almost all of
them admit there is at least one thing they would change or do
differently. For example, 44% students wish they had taken more math,
science and writing-intensive course work in high school to prepare for
the rigors of college and the workforce. Nearly half (47%) say, with the
benefit of hindsight, they wish they had worked harder in high school,
and more than a third (37%) say the requirements for graduating high
school should be made more difficult. An overwhelming majority (86%)
feel that a college degree is worth the time and money — including a
large majority not currently enrolled in college (76%). Also, 90% agree
with the statement: "In today's world, high school is not enough, and
nearly everybody needs to complete some kind of education or training
after high school." The full study is online at
www.collegeboard.org/OneYearOut.
Explore
precollege
prep ideas including course suggestions...
Degree
Profile: Physics
 Physicists
conduct research to understand the nature of the universe and everything
in it. These scientists observe, measure, interpret, and develop
theories to explain celestial and physical phenomena using mathematics.
From the vastness of space to the infinitesimal scale of subatomic
particles, they study the fundamental properties of the natural world
and apply the knowledge gained to design new technologies. Physicists
generally specialize in one of many specialty areas such as Acoustics,
Astronomy, Biophysics, Cryogenics, Electromagnetism, Geophysics, or
Metallurgy.
Physicists explore and identify basic principles and laws governing the
motion, energy, structure, and interactions of matter. Some physicists
study theoretical areas, such as the nature of time and the origin of
the universe; others apply their knowledge of physics to practical
areas, such as the development of advanced materials, electronic and
optical devices, and medical equipment.
Physicists design and perform experiments with sophisticated equipment
such as lasers, particle accelerators, electron microscopes, and mass
spectrometers.
In terms of preparation, because most jobs are in basic research and
development, a doctoral degree is the usual educational requirement for
physicists and astronomers. Master's degree holders qualify for some
jobs in applied research and development, whereas bachelor's degree
holders often qualify as research assistants or for other occupations
related to physics.
Physicists and astronomers hold about 16,000 jobs in the United States
with median annual earnings of about $103,000.
Find
out more about a career in
physics...
Researchers
Explore Regenerating Teeth
 Researchers
at the University of Leeds have discovered a pain-free way of tackling
dental decay that reverses the damage of acid attack and re-builds teeth
as new. The pioneering treatment promises to transform the approach to
filling teeth forever. Tooth decay begins when acid produced by bacteria
in plaque dissolves the mineral in the teeth, causing microscopic holes
or 'pores' to form. As the decay process progresses these micro-pores
increase in size and number. Eventually the damaged tooth may have to be
drilled and filled to prevent toothache, or even removed. The
researchers' solution is to arm dentists with a peptide-based fluid that
is literally painted onto the tooth's surface. The peptide technology is
based on knowledge of how the tooth forms in the first place and
stimulates regeneration of the tooth defect. It contains a peptide known
as P 11-4 that - under certain conditions - will assemble together into
fibres. In practice, this means that when applied to the tooth, the
fluid seeps into the micro-pores caused by acid attack and then
spontaneously forms a gel. This gel then provides a 'scaffold' or
framework that attracts calcium and regenerates the tooth's mineral from
within, providing a natural and pain-free repair. The technique was
recently taken out of the laboratory and tested on a small group of
adults whose dentist had spotted the initial signs of tooth decay. The
results from this small trial have shown that P 11-4 can indeed reverse
the damage and regenerate the tooth tissue.
"This may sound too good to
be true, but we are essentially helping acid-damaged teeth to regenerate
themselves. It is a totally natural non-surgical repair process and is
entirely pain-free too," said Professor Jennifer Kirkham, from the
University of Leeds Dental Institute, who has led development of the new
technique. "The results of our tests so far are extremely promising,"
said Professor Paul Brunton, who is overseeing the patient testing at
the University of Leeds Dental Institute. "If these results can be
repeated on a larger patient group," said Professor Paul Brunton, who is
overseeing the patient testing at the University of Leeds Dental
Institute, "then I have no doubt whatsoever that in two to three years
time this technique will be available for dentists to use in their daily
practice."
Find
out more about careers in
chemistry and dentistry...
Why
STEMM Competitions Matter...
 Precollege
students interested in careers in science, technology, engineering,
mathematics, and medicine (STEMM) should augment classroom learning with
projects and competitions that add an extra layer of learning to
coursework. These competitions and programs usually encourage students
to work in teams, problem solve, present ideas, and work on
technological challenges involving computers, mechanical devices, and
mathematics. They also often involve members of the professional
community -- sometimes fostering mentoring relationships that support a
student as they move through college and into a career. Many schools
offer clubs or programs in robotics or participate in other programs and
projects. Students should explore what their high school offers, but
also explore others that may be available regionally or online. The best
idea is for a student to find a program or project that relates to a
STEM field of particular interest to them -- and pursue it. By following
on a line of interest, a student will get a chance to explore hands on
experiences that will shed a light on what a career in these fields
might be like. And, the experience of working with like-minded students
and networking with professionals working in the field is very
important.
A good example is
Toshiba/NSTA ExploraVision, which challenges teams of 2-4 students to
research scientific principles and current technologies as the basis for
designing innovative technologies that could exist in 20 years. FIRST
Robotics offers a annual robotics challenge to students. MATHCOUNTS is a
national middle school club and competition program. And, the Math
League has Math Contests for Grades 4 through 8, High School Students,
and Algebra 1 students. And, the Mathematical Association of America is
currently celebrating 60 year of mathematical competitions.
Find
out more about precollege programs and
projects...
Internships:
Paid vs. Unpaid
 More
than half of the internships undertaken by the college Class of 2011
were paid, according to a new study conducted by the National
Association of Colleges and Employers (NACE). Among the 20,000
graduating seniors taking part in NACE’s 2011 Student Survey, 52.5
percent reported having taken part in an internship at some point in
their college career, and more than half of those were paid. The study
also found that the majority of interns (62%) were interested in working
full time for their internship employer, regardless of whether they were
actually paid as interns. Pay, however, does appear to correlate to the
student’s ability to get a job offer. More than 61 percent of students
who did a paid internship in the for-profit sector had a job offer at
the time of graduation. In comparison, approximately 38 percent of
students performing an unpaid internship in the for-profit sector had a
job offer, and just one-third of students who did not have any type of
internship experience had a job offer. Among respondents to the survey,
paid interns spent more time on professional tasks while unpaid interns
were more likely to perform clerical work. Internships and coops provide
students with hands on experience in their degree and career field.
Find
out about the importance of internship
and coop programs...
Career Cornerstone News is a publication of the
Sloan Career Cornerstone Center. Click here
to subscribe.
The Sloan Career Cornerstone Center has a
limited number
of endowment and sponsorship opportunities for organizations,
foundations, or corporations who wish to support those
considering career paths in science, technology, engineering,
mathematics, or healthcare.
Find out more...
This newsletter may be reproduced in other
non-profit publications with credit and links to
the Sloan Career Cornerstone Center.
It may also be forwarded to internal
education or non-profit email lists.
|
|
