The document discusses building inclusive competitiveness in urban areas through STEM education and developing urban innovation ecosystems. It proposes the S.E.E.D. model of connecting STEM education to entrepreneurship, employment opportunities, and capital investment in order to increase job creation. The America 21 Project aims to establish an online/offline platform to foster solutions-based economic development through its three pillars of STEM education, capital access, and high-growth entrepreneurship.

1. Building Inclusive Competitiveness in Urban
America from Pipeline to Productivity
STEM Education-based Economic Development (S.E.E.D.): S.E.E.D.’ing
Urban Innovation Ecosystems to Increase Entrepreneurship,
Employment Prospects and Job Creation
Changing the economic narrative
Developing innovation ecosystems
Connecting the disconnected
©2012 A21

2. How do we connect the disconnected?
The America 21 Project is the bridge connecting urban
communities to the 21st century Innovation Economy
STEM education
Angel & Venture
Capital
High-Growth 21st Century 20th Century
Entrepreneurship
Urban Innovation-
Ecosystems
The Innovation Entrepreneurial Ecosystem
STEM Education High Growth Capital
Entrepreneurship Access/Investment

3. The America 21 Project INNOVATIVE APPROACH 21
The America 21 Project will establish a collaborative online-offline
platform to develop urban innovation ecosystems that foster solutions-
based approaches to meet the challenges of 21st century community
and economic development. Wealth creation is a top priority
Three Pillars/Foundation
STEM CAPITAL HIGH-GROWTH
Education Access / Investment Entrepreneurship

4. High Growth Entrepreneurship
HIGH-GROWTH CAPITAL
Entrepreneurship Access / Investment
STEM
Education

5. community
…in the 21st century

6. Historical Transitions in the U.S. Economy
19th century agrarian economy 20th century manufacturing and service economy
The 19th and 20th
century economies
were driven by
manual labor…
The 21st century innovation economy
… is knowledge-based … driven by science, technology and innovation.
HIGH-GROWTH
entrepreneurs
Disruptive Ideas Risk Capital Technology/Social Media-Driven
Platforms Exponential Growth

7. Innovation Life Cycle
The life cycle of innovation emerges from of our urban centers yet its benefits elude our cities
and their residents due in part to a negative innovation flow. We must harness the cycle so its
benefits are no longer lost to our urban communities.
Location Type of Employment
Knowledge & Innovative Economy
Suburbs/Exurbs •Clinical Research & Development
•Manufacturing
•Marketing & Sales
•Global Supply Chain Management
Commercialization Regional Clusters
& Manufacturing & Networks
Technology
R&D
Transfer
Service Economy
•Low-level service oriented jobs
City/Urban Centers •Manual labor
Source: Report Touch Choices or Tough Times, National
Negative Innovation Flow Center on Education and the Economy
7

8. TBED 1.0 strategies promised 2 types of jobs:
• 21st century technology, creative and knowledge work
• Hotel, restaurant and maintenance
The master plan for the Science Center – a continuation of
TBED 1.0 strategies.
Presbyterian
Medical
Center
A (U of Penn)
B
C
D
University of
E
Pennsylvania

9. Trickle down economic development
* The mosaic outside University City High School
The Black Bottom was a predominantly African American community that once existed between 32nd St and 40th St
and between Walnut St and Lancaster Ave. Within these boundaries was a community based on loyalty, trust and
respect. It was born of economic adversity but based on love. Their love was for their community and its members
and they cared for each other as family. Everyone was helpful to one another. The children were raised together
with pride in their hearts, and pride for their community. Prejudice was a stranger to the people of the Black
Bottom. The walls of the community were torn down to make way for “urban renewal”. However, the sense of
community was planted in the hearts of the members proving that a community can thrive even in a field of barren
ground. Resistance did not prevent their neighborhood from being physically destroyed but resistance preserved it
in their memories. Even today the community still meets every year on the last Sunday in August for the Black
Bottom reunion at Fairmont Park. It is the largest neighborhood gathering in the history of Philadelphia.
We were like a big family close together like our houses until the bulldozers of “urban renewal” came around. They
tore down our neighborhood but not our spirits! The Black Bottom still is home in our hearts…

10. The 20th Century Model of TBED 1.0 – The Philadelphia Story
Does geography determine economic destiny ?
Proposed Innovation Empowerment Zones
Temple University – TUHS, Einstein Hospital
UPenn/Univ City Science 2008 PSSA Proficiency
Center, Drexel, USiP – Rates – Math & Science
UPHS, CHOP Einstein combined by ZIP code,
Hospital Grades 3-8, 11
Proposed Innovation Empowerment Zones
10

11. The University R&D Ecosystem in the Philadelphia Urban Center
Total Annual Federal R&D Obligations - $824.3 M
$34
$660 M (80% of Phila total) flows through one zip
code alone – 19104. M
$4M
$53
$22 M
M Wistar
Institute $49 $74
M M
$539M
$49
M $0.3M

12. In Philadelphia, university are islands of wealth and innovation
surrounded by oceans of poverty and disconnected communities…
• Total Annual Federal R&D Obligations inn Philadelphia exceed $824.3 M
• $660 M (80% of Phila total) flows through one zip code alone – 19104.
$49
M
$22
M Wistar
Institute
$539M $49
$0.3M
M

13. HOW DO WE BOLSTER AMERICA’S COMPETITIVENESS?
… the rise of American Advanced Manufacturing

14. HOW DO WE BOLSTER AMERICA’S COMPETITIVENESS?
… by educating and preparing Disconnected Americans for the Innovation Economy
Those that are
prepared and can
compete in the…
Professional or Graduate Degree 21st Century Innovation
Economy
4 Year College Degree
High School Degree Only 20th Century
Service/Manufacturing
No High School Degree Economy

15. What’s so important about STEM?

16. Gearbox of Innovation
Financial Capital
Commercialization/Tech Transfer
TBED
Real Estate But what makes the human capital gear turn?
Human Capital
STEM Education
Workforce Development
Entrepreneurship
Internal Drivers of Human Capital Development

17. STEM21 – A 21st Century Vision & Framework for STEM Education
STEM21 Vision Statement
All youth should be prepared to participate and succeed in a 21st century society as
global citizens, and engage STEM education through a holistic process that involves
their community and environment.
STEM Framework
All youth should be prepared for post-secondary success in college and 21st century work in the
knowledge and innovation/tech-based economy.
All youth should be STEM literate as…
 science and technology are the tools of STEM and a 21st century society.
 math is the fundamental language of STEM.
 the ability to think critically and utilize problem-solving skills in the context of STEM will
enable the next-gen of innovators that will address the challenges of the 21st century.
All students prepared for college and for 21st century work!!

18. A 21st Century Vision & Framework for STEM Education
Higher Education
Outcome 1: Contribute to the
development of the STEM workforce
Employ
Employ in disciplines needed to achieve NASA’s
strategic goals, through a portfolio of
investments.
Elementary/ Secondary Education Educate
Outcome 2: Attract and
retain students in STEM
Educate
disciplines through a Informal Education
progression of educational Engage
Outcome 3: Build strategic
opportunities for students,
teachers and faculty.
Engage partnerships and linkages
between STEM formal and
informal education providers
that promote STEM literacy and
Inspire
Inspire
awareness of NASA’s mission.

21. National Average STEM yield ≅
4%

22. W
AS CE
H N
IN NO TR
G T RT A
H L
M ON EA HI
AS , G S GH
0
20
40
60
80
100
120
140
160
180
BO H . T E EO T H S C
S. RM RG IG H
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,W PH F E AN, HI SC OL
LI ILA NG JU G H H O
IL NC H IN LIA SC OL
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AB S C G . H
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RK NI IG SCH P
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IS BA RA IGH CIT S
ON
R CE , Y
UN , T TR HI WIL HS
IV HO A G L
ER MA M H H S IAM
SI S IG CH
Total = 502
FR TY A. H H S OO
GE AN CIT IGH CHO L
R M KF Y H S O
SO O I C L
U T P AN R D GH H O
H AR TOW HI SC OL
PH K G H
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A Y I C
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BB K, LP R SC L
IN ED HIA THW HO
S, W H O
M AR IG ES L
UR D H T
RE HI SC HS
L G H
OL L H H S OO
NE IG CH L
PH P Y H H S OO
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AN A. K H O O
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IN FO Y W HO
R O
SW BE B ES L
The STEM yield in Philadelphia
Graduated from college with STEM Major (2003-2009) by HS attended
EN KE NJA OL US T H
&
W SO NSI MI NE T S
ES N N N Y E EC
T AR GT HI A H
PH T O GH ST
IL S & N H S HS
AD T IG CH
Figure. Number of SDP-Graduates who graduated from college with a STEM major by High School attended (2003-2009)
EL EC H OO
PH HN SCH L
IA OL O
Top 5 Schools account for >60% of the SDP (actual) STEM yield
HI OG OL
GH Y
SC H.S
HO .
OL

23. So… How do we get there?
What is the current situation? Where do we want to be?
*The Opportunity Equation, Carnegie Foundation

24. So… How do we get there?
What is the current situation? Where do we want to be?
*The Opportunity Equation, Carnegie Foundation

25. The Power of Public-Private Partnerships-P3
Industry
Local Community
School District Universities

26. Philadelphia STEM Innovation Center
Bridging the K-12 and Higher Education Divide
STEM21
March, 2011

27. Philadelphia STEM Innovation Center – Governance & Management
Board of Directors (proposed)
STEM21
The Franklin Institute
Chad Womack, PhD – Executive Director
Kendrick Davis/Harold Edwards - Staff

28. The Early College STEM Academy
October 24, 2011
Philadelphia STEM Innovation Center
Chad Womack, PhD

29. Proposed Development and Expansion of the High School STEM
Academy Program
How do we ensure equity and access while driving systemic transformation in STEM?
• Implement the STEM academy model in neighborhood high schools and then expand programmatic reach throughout
high school clusters and regions.
Development of the STEM Academy Program in one SDP High School
# of students 5-10 12-15 20-25
per entering
10th grade Maximum Output = 25 STEM students per school per year (fully loaded)
class
YR 1 YR 2 YR 3
W. Phila HS Cluster
Univ City HS
Sayre HS
W. Phila HS
…and then expand throughout SDP regionally
School of the Future
Overbrook HS
= Total Output of 125 STEMready students per school cluster per year
(assuming a fully loaded program by year 5)
10/27/11 Early College STEM Academy Program 29

30. STEM Pathways & Programs
CEO, COO, CSO
Clinical
Scientists
CFO, CEO, Associate Basic Research
Scientist/ Scientist I Scientists
Biotechnician/Research Assistant
II
Biotechnician/Research
Assistant I
2-yr/A.S.
MS HS 4-yr/B.S. M.S./ MBA PhD/MD/MD-PhD
Career Development
STEM Entrepreneurship Programs
STEM Early College Program
 Bio-Life Science Scholars
 Robotics-Engineering Scholars

31. Pathways to Careers in the Bio/Life Sciences-
Multiple Entry & Exit Points
Clinical Scientists
Research Scientists
Research Assistant III Bioentrepreneurs-CSO, CEO
Associate Scientist I
CEO, CFO
Biotechnician/
Research Assistant II
MS HS 4-yr/B.S. M.S./ MBA PhD/MD/MD-PhD

32. The University City HS Campus
As it is now… The future
University City Science and Technology
Learning Center

33. Re-Envisioned University City High School:
A Prototype For Building 21st Century Urban Innovation Ecosystems
Community Center/Boys & Girls Club
Housing, Retail and Commercial Center
University STEM Platform School
Tech–Workforce Development
and Training Facility University/Industry R&D Center(s)
33

34. Connecting the community to the STEM Education – Workforce Development Ecosystem
Mission and Goals
The mission of Carnegie Science Center's Chevron Center for STEM Education and Career Development is to be a leader in
creating and delivering high quality and effective STEM education programs by focusing on the following goals:
Collaboration: to serve as a "town square" to bring together all stakeholders to collectively address STEM education in our
region with a multifaceted approach that includes student programming, teacher training, business and industry needs,
and government initiatives.
Great Teaching: to strengthen STEM teaching at all grade levels, pre-K through 12, by helping to shape a core of highly
capable and inspirational STEM teachers through partnerships with ASSET for the Teacher Education Center; and with the
Math & Science Collaborative.
Inspired Learners: to inspire student appreciation and excitement for STEM programs and careers to increase success and
achievement in school and opportunities for a college education, especially among females and students of color.
A Committed Community: to achieve, through a public awareness initiative and the nurturing of partnerships, a sustained
commitment to improving STEM education through innovation, communication, collaboration, evaluation and data-based
decision making from a broad cross-section of the community, including business leaders, government officials, STEM
educators, parents, and other stakeholders.
Vision
Provide experiences for schools and the public that promote interest and participation in regional growth areas:
biotechnology, information technology, robotics, advanced materials processes, environmental technology, and
nanotechnology.
Connect participants with leading professionals in a fun, dynamic atmosphere.

35. Pittsburgh Science and Technology Academy

36. STEM/Bio-Life Science Pre-Scholars Program
(middle school summer programs)
Bio-Life Science Academy
High School
5th 6th 7th 8th STEM
Scholars
STEM Pre-Scholars Program STEM/pre- Scholars Program Program
(summer) (summer)
Math , Science and Reading Skills
Biology-Cell & Molecular Biology, Chemistry
Advanced Problem Solving Skills
Informal Science Exposures
Career Awareness/Orientation
Basic Math , Science and Reading Skills
Pre-Algebra
Environmental and Earth Sciences
Problem Solving Skills
Informal Science Exposures

37. STEM Early College/Scholars and Bio-Apprenticeship Programs
STEM Early College Program
Math , Science and Reading Skills
Cell & Molecular Biology, Chemistry and
Biomedical Instrumentation
Advanced Problem Solving Skills
Informal Science Exposures
Career Awareness/Orientation
Undergraduate
9th 10th 11th 12th Program
BioApprenticeship Program
(summer program)
Project –based learning environment
Summer Courses: Cell & Molecular Biology,
Chemistry and Biomedical Instrumentation
Laboratory Math and Advanced Problem Solving
Skills
Informal Science Exposures
Career Awareness/Orientation

38. Biotechnology Training & Career Pathways
Phase I Training
Bioworkforce
AS/AAS/Certificate
Phase II Advanced
Training
Tracks
Advanced Certificate
Emerging Technologies Adv Biomanufacturing
‘Omics Technologies nanomanufacturing
•genomics bioinformatics regulatory/ nanoregulatory
•proteomics bioimaging process control
•immunomics

39. Contact Us:
Developing Inclusive Competitive
General:
Urban Innovation Ecosystems
info@blackinnovation.org
Mike Green
A21 Co-founder
Email:
Mike@blackinnovation.org
Phone:
541.730.2164
©2012 A21