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Impacting STEM in Michigan
FY 2016 Annual Report
1
Our Mission
The mission of the Michigan STEM
Partnership is to provide statewide
connections and communications
between em...
Message from our Board Chair and Executive Director
3
The past year has been one of exciting transition and growth for the...
About STEM
4
“Keeping STEM students from dropping out of the STEM Talent Pipeline is essential in
meeting U.S. STEM Job De...
STEM is the Future
5
Our public education programs lack the
necessary funding for much-needed STEM
programs. With careers ...
U.S. STEM Job Projections Thru 2024
6
STEM Jobs – Openings vs. Newly Created
7
• In careers related to connected technologies – which
includes most industries -...
STEM Job
Projections
by Field
8
Middle-skill positions – which
require post-high school education
but not necessarily a fo...
Ten Fastest Growing STEM IT Careers
9
• 2/3 of IT jobs are posted by
employers in industries such as
healthcare, manufactu...
Gender Gap in STEM
10
“One of the things that I
really strongly believe in is
that we need to have
more girls interested i...
Diversity in STEM
11
“The current STEM workforce is
dominated by White and Asian males,
with women and minorities under-
r...
STEM in Michigan
12
“Business leaders in Michigan cannot find the Science,
Technology, Engineering and Math (STEM) talent ...
Michigan STEM Partnership
Our History and our Future
13
A Vision of Our Role in STEM for Michigan
The Michigan STEM Partnership positively impacts educational, economic, and tale...
Our Plan to Achieve
1. Promote STEM and STEM opportunities,
needs and solutions through information,
opportunities and suc...
Looking Forward From Our Past
OVERVIEW
This year has been one of transition
and growth for the Michigan STEM
Partnership. ...
STRUCTURE
The Michigan STEM Partnership received its 501©3 status in December
2015. This allows the Partnership to seek re...
RESOURCES
Finance – The Michigan STEM Partnership will
be undertaking fundraising efforts to support
both organization tra...
The Value of Our Volunteers
The activities and events of the Michigan STEM
Partnership are supported primarily by voluntee...
Michigan STEM Partnership
Managing & Maximizing our
Resources
20
Resources and Financial Management
Fiscal Year 2016 is the first year the
Michigan STEM Partnership
operated as an approve...
Revenue
For fiscal year 2016 the Michigan STEM Partnership had
total revenues of over $80,000. This included funds from
tw...
Expenditures The Michigan STEM Partnership had
$60,833 in expenditures. This
represents a significant decline in
expenditu...
Michigan STEM Partnership
Results & Impact from Grants
Distributed by the Partnership
24
2015 – 2016 Michigan STEM Partnership Grant Program
The Michigan STEM Partnership funded 37 STEM Grants.
Grants were award...
The following are findings from a review and analysis of the submitted final
grant reports:
• The majority of submitted an...
The majority of grants were implemented as part of the regular school day. Programs not
part of the regular day include: o...
The Impact of Our Grants
28
Project I
This program was a ‘Best Practice Competition’ Honorable Mention at the Governor’s E...
29
Project II
Solar water heater prototype and programmable logic controller
30
Project III
Challenged and measured student learning
31
Project IV
Drone camera taking a picture of students during an outdoor activity
32
Project V
The intent of Shipwreck Discovery is to present students with an on-going historical issue that requires some...
33
Project VI
The Seaborg Center has continued to receive requests to support events with the Inventors’ Kits, and is cont...
34
Project VII (A, B, C, D)
A. Math and Engineering became the focus of the school year for our Step-up students. Hope Col...
35
Project VIII
In Fall 2016 STEMNETICS offered (2) five-week in-school programs along with professional development at Ge...
36
Project IX
While enriching STEM in the schools, this grant also brings new opportunities to area youth and their famili...
37
Project X
Miller is thrilled to see the engagement from the kids and hopes that the skills developed at this level will...
Board Members & Committee Chairs
BOARD MEMBERS
Paul Agosta, Owner, Applied Technology
Systems
Doug Baltz, Albert Einstein ...
Contact us
39
Scan the QR Code below to access our
digital Contact Form if you would like to
become involved with the Part...
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MI STEM Partnership - 2016 Annual Report

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Summary of activity and results for the Michigan STEM Partnership non-profit organization in 2016, along with U.S. and Michigan STEM statistical data

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MI STEM Partnership - 2016 Annual Report

  1. 1. Impacting STEM in Michigan FY 2016 Annual Report 1
  2. 2. Our Mission The mission of the Michigan STEM Partnership is to provide statewide connections and communications between employers, educators, students and parents, community and professional organizations, and policy-makers, providing strategic support for the development of resources and programs that provide for the effectiveness and sustainability of STEM education and talent development. 2
  3. 3. Message from our Board Chair and Executive Director 3 The past year has been one of exciting transition and growth for the Michigan STEM Partnership. This is evidenced by the addition of business sector representation on our State Board of Directors, along with increased post- secondary representation. These additions have worked to improve the collective insight of the Board and serve to include the representation and needs of diverse business sectors with critical talent development needs. Early in the year, the Board reviewed and enhanced the organizational Mission, Vision, Goals and Strategies of the Partnership to address the needs and gaps in the evolving STEM landscape in Michigan. We initiated plans to revise our Regional STEM network with a model that provides for greater alignment with other developmental agencies and organizations, will be aligned to the Michigan Prosperity Regions, will focus on providing sustainable STEM development programs, and allows for greater engagement and collaboration with the field. A major developmental resource this past year has been the launch of a new and expanded website. This new digital hub provides stakeholders with access to various STEM resources and information, including relevant STEM research, events, instructional resources, data, career information, and much more. With these organizational enhancements, the Michigan STEM Partnership is well- positioned to evolve STEM education and talent development in the State of Michigan. Throughout the next year, the Partnership will continue to grow relationships and seek resources that support regional-based development initiatives to serve all STEM stakeholders statewide. Paul Agosta, Board Chair Michigan STEM Partnership Fiscal year 2015 – 2016 has been a year of tremendous growth for the Michigan STEM Partnership. That growth was spawned in January 2016 when the state Board of Directors did a complete review of the organization, its mission, vision and goals. Results of that planning meeting re-directed the organization and mobilized the strength of the Board through the work committee structure. Activities in the Communications Committee completely re-designed and enhanced the organization’s website which created a digital hub providing resources to all STEM Stakeholders in Michigan. The Fundraising Committee, tasked with establishing a new base of operational funding, met the challenge through grant development and donations, while the Finance Committee developed policies and procedures for the organization to completely transition from its previous fiscal agent service. Additionally, the Strategic Directions Committee continues to meet regularly to review new information and developments to adjust the focus of the organization. Outside the activities of the Board structure, the evolving regional STEM network continues to expand. Replacing the original hub structure, this network engages STEM stakeholders around the state and aids in supporting development initiatives to serve educators and business. This alignment of the Partnership, businesses, organizations, and individuals provides the basis for significantly expanded opportunities in the near future. I am extremely grateful for the service and engagement of so many individuals and organizations supporting the work of the Michigan STEM Partnership. Gary Farina, Executive Director Michigan STEM Partnership
  4. 4. About STEM 4 “Keeping STEM students from dropping out of the STEM Talent Pipeline is essential in meeting U.S. STEM Job Demands for the future. “ (Michigan STEM Profile 2016 – 2025) “The demand for qualified STEM professionals is high, but the supply of STEM workers to fill these positions is at risk if under-represented groups are not engaged in these fields.” (National Action Council for Minorities in Engineering) “By 2018, careers in STEM fields are projected to grow by 17%, providing some 274,000 jobs in Michigan.” (MyCollegeOptions® & STEMconnector®) BusinessGovernmentEducatorsParentsStudents STAKEHOLDERS IN STEM GROWTH & ECONOMIC IMPACT All these stakeholders play an important role in growing STEM in Michigan and assuring the availability of trained and knowledgeable staff to fill the needs of the State’s business community, thereby resulting in positive economic impact for Michigan.
  5. 5. STEM is the Future 5 Our public education programs lack the necessary funding for much-needed STEM programs. With careers in STEM fields showing substantial growth that is expected to not only continue but also to increase, a critical need exists for STEM education in Michigan to provide access to training activities that can build skills and apply methodologies for problem-solving, innovation, and invention-on- demand in a wide variety of fast-growing fields. “The US and Michigan are failing to produce enough skilled STEM workers to meet the needs of employers now – and certainly not enough to fill the needs of employers as demand continues to increase in the future. 60% of the new jobs that will open in the 21st century will require skills possessed by only 20% of the current workforce.” - (National Commission on Mathematics and Science for the 21st Century)
  6. 6. U.S. STEM Job Projections Thru 2024 6
  7. 7. STEM Jobs – Openings vs. Newly Created 7 • In careers related to connected technologies – which includes most industries - analysts project a national shortage of up to 1M skilled workers by 2020, and further expect up to 20% of that shortage (up to 200,000 jobs) will be in Michigan. • US Dept. of Labor project 1.4M computer specialist openings by 2020, though at the same time, universities are projected to produce qualified candidates for only 30% of those jobs.
  8. 8. STEM Job Projections by Field 8 Middle-skill positions – which require post-high school education but not necessarily a four-year degree – are expected to feature the highest number of job postings, notably in STEM fields. - Workforce Intelligence Network (WIN)
  9. 9. Ten Fastest Growing STEM IT Careers 9 • 2/3 of IT jobs are posted by employers in industries such as healthcare, manufacturing, and banking with the remaining third in information technology and technology services. • 75% of open IT jobs are in the middle or entry-level • Top 10 cities with greatest demand for IT jobs are New York, D.C., Philadelphia, Atlanta, Chicago, DETROIT, Dallas, Houston, Seattle & Baltimore • For every 8 IT jobs in the Top 10 demand cities, the current talent pool only yields 5 workers
  10. 10. Gender Gap in STEM 10 “One of the things that I really strongly believe in is that we need to have more girls interested in math, science, technology and engineering. We’ve got half the population that is way under- represented in those fields and that means that we’ve got a whole bunch of talent..… not being encouraged the way they need to.” - President Barack Obama
  11. 11. Diversity in STEM 11 “The current STEM workforce is dominated by White and Asian males, with women and minorities under- represented in STEM fields. Research has shown that although about 1 in 4 high school students expresses an interest in STEM careers, gender and racial gaps are large and growing.” (MyCollegeOptions® & STEMconnector®) “Despite a national focus on directing more students toward science, technology, engineering and math fields – particularly women and minorities – the STEM workfoce is no more diverse now than in 2001.” (Change the Equation)
  12. 12. STEM in Michigan 12 “Business leaders in Michigan cannot find the Science, Technology, Engineering and Math (STEM) talent they need to stay competitive…” “As it stands, not enough students – least of all minorities – have the chance to learn rich and challenging content that prepares them for college and careers…. Teachers say they lack the resources to succeed.” - (Change the Equation; Michigan) Between 2014 and 2024 in Michigan STEM jobs will grow 11% Non-STEM jobs will grow 6% Since 2010, gains in STEM employment (+12.8%) have outpaced the 2.1% growth seen in overall occupational employment. - (DTMB, Bureau of Labor Market Information) In SE Michigan alone, STEM occupations experienced very high postings in 2014, including over 52k jobs for engineers and designers, 35k jobs for skilled trades & technicians, 86k jobs in information technology and 108k jobs in health care. In just these fields alone, roughly 1/3 could be considered “middle skilled”. - (Workforce Intelligence Network) As of January 2017 there are 15,000 currently open software and computing jobs in Michigan, with a median salary of $97,850. - (Code.org)
  13. 13. Michigan STEM Partnership Our History and our Future 13
  14. 14. A Vision of Our Role in STEM for Michigan The Michigan STEM Partnership positively impacts educational, economic, and talent development by connecting the P-20 educational system to relevant world-class skills, academic ambitions, and rewarding career pathways. Leveraging collaborative opportunities, assets, and resources, STEM education serves the workforce needs of STEM fields and creative demands of a diverse, innovative and thriving Michigan economy. 14
  15. 15. Our Plan to Achieve 1. Promote STEM and STEM opportunities, needs and solutions through information, opportunities and successes locally, statewide, nationally and internationally 2. Engage and connect industry (business), education (schools), and the community 3. Connect organizational, technical, funding and informational resources to drive STEM education development 4. The Michigan STEM Partnership will be self- sustaining through grant funds, donations, partnerships and other revenue sources. 15
  16. 16. Looking Forward From Our Past OVERVIEW This year has been one of transition and growth for the Michigan STEM Partnership. The transition was one from primarily managing the award process for statewide STEM Grants to expanded opportunities to impact the statewide STEM landscape in Michigan. Primary efforts have been to secure sustainable operation funds, re- design the regional STEM network that previously existed as ‘Hubs’, align and collaborate with other organizations, and design long-term, sustainable development initiatives through established connections with other statewide and regional STEM-related organizations and initiatives. 16 New/transitioning Organizational Structure
  17. 17. STRUCTURE The Michigan STEM Partnership received its 501©3 status in December 2015. This allows the Partnership to seek resources that will meet identified operational and programming needs for STEM and STEM education. The Partnership State Board has updated the Mission, Vision and Goals of the organization and will be working to evolve the structure and operations of the Partnership to improve its position as a contributor and connector in the changing STEM landscape in Michigan. The Partnership was recently awarded a planning grand funded through the Bosch Community Fund. This is a 12-month initiative designed to determine the best service role for the Partnership based on the evolving STEM landscape in Michigan. Information gathered through research, assessment and evaluation will be used to identify the necessary role, structure, functions and capacity needed for the Partnership to service/support, gauge, and report on overall STEM development activities statewide. This approach will serve to: ▫ Guide Vision and strategy ▫ Support the alignment of STEM activities ▫ Establish shared measurement practices ▫ Build positive public will ▫ Advocate policy ▫ Mobilize funding Primary activities will include the development of a data collection and reporting model for common STEM metrics, identification of the elements required for a quality STEM program and what model/process elements are required for credentialing qualified instructional STEM programs. The Partnership will communicate and promote access to STEM information and developments to educators, business, policy makers, parents and students. The project design also supports efforts that seek funding for activities to grow and sustain research, development, and reporting activities. The Partnership continues efforts in the development of a Regional STEM Network that is engaged and aligned to the Michigan Prosperity Regions. Efforts are on-going to secure resources that can be used to influence the growth of STEM-based educational programs through demonstrational development programs at the Prosperity region level. These programs will be structured and sustained over multiple years. Additionally, the Michigan STEM Partnership operates in support of the effort of the Michigan STEM Advisory Council and ensures that all efforts align and support the needs and recommendation outlined by the council. 17 Past Organizational Structure
  18. 18. RESOURCES Finance – The Michigan STEM Partnership will be undertaking fundraising efforts to support both organization transition and long-term development funds. The Partnership now operates as its own fiscal agent, and has assigned a Fundraising Task Force work committee the responsibility of developing a fundraising plan to achieve long-term sustained funding. Website and Social Media – The Michigan STEM Partnership launched a new and expanded website this year. The website provides information and resources for all STEM stakeholders; educators, business, students and parents. Efforts will continue to expand the content and scope of the resources. Additionally, efforts have increased in the utilization of social media to communicate, promote, and inform stakeholders statewide on all things STEM-related. Programs – The Michigan STEM Partnership continues to focus efforts that are targeted to provide a more stable, effective and connected regional structure and provide development resources supporting long-term projects that fully develop a continuum of STEM education and talent development activities within schools. Inclusive will be efforts designed to fully engage and address under-served populations and communities. 18 http://MISTEMPartnership.com
  19. 19. The Value of Our Volunteers The activities and events of the Michigan STEM Partnership are supported primarily by volunteers. This includes activities of its Board Members and volunteers from around the state. The figures provided in the graphic to the left are determined based on participation records for meetings and events via a tracking app for volunteer hours. The total includes activities by Board Members and other individuals directly connected to the Partnership. Some of the activities included are: • Board and Work Committee meetings in which Board Members participate • Meetings and events in the statewide regional STEM network • Participation and/or attendance at STEM-related conferences, STEM events, or other activities on behalf of the Michigan STEM Partnership As an organization, the Partnership is deeply grateful to the individuals that take the time to support the efforts of the Michigan STEM Partnership and for the in-kind value they provide to Partnership activities. The activities and events of the Michigan STEM Partnership continue to grow each year requiring more engaged people. Those interested in learning how they may support the efforts of the Michigan STEM Partnership should visit our website at MISTEMPartnership.com. 19 2373 Cash Value of Volunteer Hours 2373 hrs x $50 avg hr. rate = $118,650 2373 hrs x $75 avg hr. rate = $177,975
  20. 20. Michigan STEM Partnership Managing & Maximizing our Resources 20
  21. 21. Resources and Financial Management Fiscal Year 2016 is the first year the Michigan STEM Partnership operated as an approved 501(c)3 organization. The Partnership is operating as its own fiscal agent and has developed and implemented policies and strict guidelines for the use of funds, purchasing, and reporting requirements. The finances for the Michigan STEM Partnership are managed by the Finance Committee, a work committee for the Partnership State Board. This committee develops budgets, develops and recommends fiscal policy and provides oversight to the fiscal operations of the organization. The Finance Committee is chaired by the Treasurer of the organization. 21
  22. 22. Revenue For fiscal year 2016 the Michigan STEM Partnership had total revenues of over $80,000. This included funds from two grants and contributions of approximately $3,700. Reductions in revenue were the result of transitioning from the management of STEM grant funds appropriated by the legislature and progressing to fundraising through grants, foundations and contributions. Contributions to the Michigan STEM Partnership were received through individuals, organizations, and corporations. Grants that were received included the final funding through the legislated STEM Grant funds that were earmarked to three school districts as second payments to grant awards from the previous fiscal year. Additionally, a grant was awarded from the Bosch Community Fund to research, assess and benchmark the evolving STEM landscape in Michigan. This collective impact approach will serve to guide vision and strategy, support the alignment of STEM activities, establish shared measurement practices, build positive public will, advocate policy, and mobilize funding. Additionally, the Michigan STEM Partnership received $4,328 through in-kind contributions. This included meeting room usage, technology, and grant development support. 22
  23. 23. Expenditures The Michigan STEM Partnership had $60,833 in expenditures. This represents a significant decline in expenditure in two key areas, Grants Provided and Administration. Through the current organizational transition period the Partnership has not awarded any new STEM grants. Additionally, the position of the Grant Manager was no longer needed and the Executive Director position was adjusted based on the current revenue stream. This year saw an increase in contracted services. These services support the application process for non-profit status and the transition, design, and population of the website. By operating as its own fiscal agent, this year saw an elimination of several significant fees that were required in a Memo of Understanding outlining the requirements in the previous State General Fund Award that provided operational funds. This included a fee for fiscal agent services, operational funds for the previously supported regional structure (Hubs), and fees supporting separate fiscal agencies for each of those five Hubs. This change eliminated $48,000 in annual fees previous paid each fiscal year. The figure on this page outlines comparative cost for general areas of expenditures between the past two fiscal years. The Board of the Michigan STEM Partnership has charged the Task Force work committee with the development of a fundraising plan. This year efforts in both contribution and grant awards have moved the Partnership closer to its goal of sustainable support for both the operations of the Partnership and the resources needed to provide developmental funds for STEM initiatives throughout the Regional STEM Network. 23
  24. 24. Michigan STEM Partnership Results & Impact from Grants Distributed by the Partnership 24
  25. 25. 2015 – 2016 Michigan STEM Partnership Grant Program The Michigan STEM Partnership funded 37 STEM Grants. Grants were awarded in the Summer of 2015 and ran until Spring of 2016. The grants emphasized STEM education and training programs that would provide transformative systemic change in the educational system and include: ▫ Collaborations of K-12, College / University, Community / Professional organizations, non-profit, government agencies, and business / industry / labor ▫ Activities that build foundational academic skills in science, math and reading ▫ Applications of technology and experiences in the processes of engineering, problem-solving and innovation ▫ Instructional experiences through project and problem-based activities ▫ Practical applications and skill development simulating the needs of business sectors requiring STEM-based talent ▫ Experiences in and outside the classroom ▫ Sustainability – local/regional continuation of the developed program after grant funds expired Grant awards totaled $376,720. An estimated 29,725 students participated in the recent 37 funded projects statewide. Over the past two years the Michigan STEM Partnership has funded a total of 76 STEM grants that have engaged an estimated 50,185 students, pre-K thru high school. 25
  26. 26. The following are findings from a review and analysis of the submitted final grant reports: • The majority of submitted and funded RFPs were at the elementary school level. While this provides activities to excite and engage students early, it does little to provide activities at the exit point of the educational system to address the critical needs of the STEM-based business sectors. Additionally, the lack of developmental programming with the capacity to provide aligned and escalated content for the transition of elementary students to the middle and high-school levels leaves an incomplete continuum of STEM opportunities. This is also believed to have impacted the near equal balance of gender in the STEM program as activities were generally class-wide and provided by an instructor responsible for all content areas rather than innovative instructional alignment by multiple staff in specific content areas as found at the middle and high-school levels. • 314 total certified instructional staff were engaged in the 37 STEM grant programs. Of those staff, 76% were female with 24% male. Additionally, 198 non-instructional adults supported the programs and included: engineers, technicians, college/university staff, parents, vendors, and representatives for community and professional organizations. Outside of content specialty areas (computer science, technology) mathematics had the smallest representation of the critical STEM areas at 5%. This may partially be the result of the focus on science due to the on-going implementation of the Michigan Science Standards that focus on project/problem-based activities and experience in the instructional model. 26 Who Participated in Our Grant Programs
  27. 27. The majority of grants were implemented as part of the regular school day. Programs not part of the regular day include: out-of-school STEM instructional enrichment programs, summer camps, and informational/outreach events designed to provide engagement experience and inform students and parents on the need and importance of STEM. The content focus of the STEM grants varied in several general areas. Robotics/Manufacturing-based content represented the largest sector. With the prominence of programs at the elementary level, much of the technology application was at the foundational level and included the Enrichment/Maker programs. Additionally: • Some programming aligned and escalated content did appear at the middle and high school levels but, as with a number of locations, it was a point of exception in the curriculum process. • Reports from two projects did indicate a desire to build feeder and/or subsequent options for students to what had been developed. • Funding resources and engagement from other content area staff were the prime deterrents identified to expand development. • Sixty-five percent of the programs indicated they would be sustained for the 2016 school year. Many of these programs were ones where funding provided equipment, technology, and staff development for the scope of the intended program making it sustainable for the scope of development. The Michigan STEM Partnership was required to award funds based on a pre-determined process previously established by outside agencies. Findings show that this process was limited and produced a loss of opportunities to maximize the funds and build aligned curriculum and instructional activities through the educational system. Limitation included a one-time narrow window to award all grant funds, the inability to effectively target under- represented population, the limitation to fund targeted replication / dissemination awards of prior effective models, the inability to provide funding in cooperation with other funding initiatives, and the inability to direct funds to regional/state outreach and promotional events significantly impacted the effective use of funds. Future grant award programs will ensure that funding sources will not include the quality limitation experienced. 27 What Were the Results From Our Grants
  28. 28. The Impact of Our Grants 28 Project I This program was a ‘Best Practice Competition’ Honorable Mention at the Governor’s Education and Economic Summit on March 15, 2016 The project provided a challenge to stay ahead of the students’ learning; the instructor reported how quickly students picked-up their lessons. “Thank you so much for the Michigan Stem Partnership Grant. This grant provided very beneficial activities for our students, and ignited students’ excitement for STEM and robotics in our elementary schools”
  29. 29. 29 Project II Solar water heater prototype and programmable logic controller
  30. 30. 30 Project III Challenged and measured student learning
  31. 31. 31 Project IV Drone camera taking a picture of students during an outdoor activity
  32. 32. 32 Project V The intent of Shipwreck Discovery is to present students with an on-going historical issue that requires some kind of conclusion. Students research the necessary historical background and develop their own research tools. The project fosters creative problem solving to develop and build an underwater robot that is used to make an observation record.
  33. 33. 33 Project VI The Seaborg Center has continued to receive requests to support events with the Inventors’ Kits, and is continuing to talk with teachers involved with the C3PO project to support the goals encompassed by this grant program.
  34. 34. 34 Project VII (A, B, C, D) A. Math and Engineering became the focus of the school year for our Step-up students. Hope College’s Step-up program provides after- school mentoring and academic support to under-served middle school students. This program allowed the program to integrate Math and Engineering into the academic curriculum. In partnership with Grand Valley State University, a set of math focused activity kits were created. These kits allowed students and mentors to easily engage in grade-level appropriate Math activities within the after- school time. Additionally, an engineering student and an education student were paired to create engineering-focused activities for the group that were conducted in the Fall and Spring. The students were energized by the expansion in scope of the project while the college students gained valuable professional experience. B. The grant from the Michigan STEM Partnership provided the resources and training necessary to provide Maker Space and Master Maker Family Nights at Brick Elementary School, Ypsilanti. Experts worked with families to make things using such things as 3D Design/Printing and circuit boards. The Brick Maker Space will continue to grow and evolve, providing students with the skill they need to be successful in the 21st Century. C. Through the generous support of the Michigan STEM Grant, Shepherd Middle School students are developing cutting-edge skills that both excite and empower them to be more than consumers of web content; they are creators of the future! D. The teachers and students in Lenawee County thank the MI STEM Partnership for its support of this project and plans are already underway for next year’s robotics competition.
  35. 35. 35 Project VIII In Fall 2016 STEMNETICS offered (2) five-week in-school programs along with professional development at Genesee STEM Academy (GSTEM) that focused on electricity and circuits. The program was a great success as fourth-grade students built electrical houses with simple circuits and seventh-grade students built their own operation games. The program concluded with an all school STEM family night that was open to the entire community.
  36. 36. 36 Project IX While enriching STEM in the schools, this grant also brings new opportunities to area youth and their families.
  37. 37. 37 Project X Miller is thrilled to see the engagement from the kids and hopes that the skills developed at this level will feed into the higher-level robotics teams. But most of all, he hopes they see the value in it. “Hopefully it just gets them excited about science and technology and makes them think, ‘maybe this is something I’d like to go into’.”
  38. 38. Board Members & Committee Chairs BOARD MEMBERS Paul Agosta, Owner, Applied Technology Systems Doug Baltz, Albert Einstein Distinguished Educator Fellow / Adjunct Instructor, Oakland University Greg Chappelle, Scientist/Engineer Liaison Officer, U.S. Army Sidney Davis, Business Support Advisor, Consumers Energy Jenny Deason-Copeland, Owner/Editor, Crazy Red Head Publishing Linda Daichendt, CEO/Executive Director, Mobile Technology Assn of Michigan Mel Drumm, Executive Director, Ann Arbor Hands-on Museum Gary Gilger, Chief Development Officer, Michigan Crossroads Council, Boy Scouts of America Jarrod Grandy, Director of Career Technical Readiness, Kent ISD Lisa Gordon, Program Coordinator, Workforce Intelligence Network for Southeast Michigan (WIN) Greg Johnson, Science Consultant, Wayne RESA Jodie Ledford, Senior HR Analyst & Career Consultant, State of Michigan Romulo Juarez, Director/Founder, iClinCloud Brandon Lucas, Academic/Research Officer, University of Michigan Greg Marks, Strategic Initiatives, MI Virtual University Aaron Miller, Account Supervisor, FleishmanHillard Kathleen Rafalko, HR Business Partner, Black & Veatch Jennifer Seger, Associate Dean – Applied Technology, Automotive and Technical Education, Macomb Community College Andrew Smart, Chief Technical Officer, American Center for Mobility Mary Sutton, Executive Director, MI Afterschool Partnership Michael Tanoff, Director, Kalamazoo Area Math & Science Center Monique Wells, STEM Talent Acquisition, Consumers Energy EXECUTIVE COMMITTEE Paul Agosta, Chairman Gary Gilger, Treasurer /Finance Committee Chair Gary Farina, Executive Director Jarrod Grandy Brandon Lucas Monique Wells Doug Baltz Jennifer Seger, Strategic Planning Committee Co-Chair Linda Daichendt , Strategic Planning Committee Co-chair COMMITTEE CHAIRPERSONS Jenny Deason-Copeland, Communications Gary Gilger, Finance Linda Daichendt / Jennifer Seger / Sydney Davis, Strategic Planning Governance – OPEN Task Force – OPEN FORMER BOARD MEMBERS Patty Cantu, MI Dept of Education Patty Farrell-Cole, Presidents Council – State Universities of Michigan Heather Gallegos, Dow Chemical Benjamin Gibert , Bishop/Sr. Pastor, Detroit World Outreach Val Masuga, EUPISD Victor Naidu, Ramsoft Systems, Inc. Derhun Sanders, U.S. Army RDECOM/TARDEC Jenny Schanker, MI Community College Association Vass Theodoracatos, General Motors Robert Warrington Tom Wessels 38 Scan QR code with your mobile device to access Board Bio information
  39. 39. Contact us 39 Scan the QR Code below to access our digital Contact Form if you would like to become involved with the Partnership, or we can help you with: • Information • STEM resources & initiatives • promoting your events • STEM news • other areas where you need STEM- related assistance www.MISTEMPartnership.com Michigan STEM Partnership 3060 Charann Drive Howell, MI 48843 ATTN: Gary Farina, Executive Director Phone: 248-563-9902

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