Technical, Technology, STEM Education, May 2018

 
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In this issue

  • Preparing the Workforce to Adapt and Work Collaboratively with Robotic Solutions
  • High School Programs Join Welders with Jobs in Demand
  • Study Finds LECTURES Still Dominate STEM Education
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Preparing the Workforce to Adapt and Work Collaboratively with Robotic Solutions

Manufacturing in the U.S. will build on its current strength by using "technology to empower American potential and ingenuity," according to the Advanced Robotics for Manufacturing (ARM).

The institute, which is a member of Manufacturing USA,  a network of regional institutes, looks to robotics to bring about the change. Robotics can "elevate, not eliminate the human roles in manufacturing," ARM says.

The groups mission is to help train the future workforce for the high-value careers that will determine the future of manufacturing. And it focuses on lowering the economic, technical, and operational barriers that companies experience in trying to adopt robotic technology. 

 

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 Mastercam        American Technical Publishers

 

 

High School Programs Join Welders with Jobs in Demand

 

Welding labs at Elgin and Hampshire high schools now are certified testing facilities -- the first in the Midwest and among only three high schools in the country to be accredited.

Both programs are accredited by the American Welding Society, allowing students and community members to obtain professional certification meeting industry standards. Courses will be taught by AWS-certified instructors at the high schools.

"There is a huge demand for manufacturing grade, entry-level welders in this area," said Nick Moran, certified welding instructor at Elgin High and technical specialist for Kane County. He will train teachers at both high schools this summer to become certified welding instructors. 

 

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Study Finds LECTURES Still Dominate STEM Education

An analysis of over 2,000 college classes in science, technology, engineering and math has imparted a lesson that might resonate with many students who sat through them: Enough with the lectures, already.

Published in the journal Science, the largest-ever observational study of undergraduate STEM education monitored nearly 550 faculty as they taught more than 700 courses at 25 institutions across the United States and Canada.

The University of Nebraska-Lincoln's Marilyne Stains and her colleagues found that 55 percent of STEM classroom interactions consisted mostly of conventional lecturing, a style that prior research has identified as among

 

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