Sneak Peek: Take a Listen to Dr. Baxter D. Montgomery’s Interview

This episode is sponsored by Halliburton. Listen to the full episode.

Dr. Baxter D. Montgomery is a Board Certified Cardiologist with years of experience in the latest medical practices and nutritional health. He is a Clinical Assistant Professor of Medicine in the Division of Cardiology at the University of Texas in Houston.

In this episode he shares:

  • Becoming innovative in your food selection and creating a healthy living.
  • The difference between raw vegan and vegetarian.
  • The psychology of food selection.

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Sneak Peek: Take a Listen to Laura Nelson’s Interview

This episode is sponsored by Halliburton. Listen to the full episode.

Laura Nelson is the Coordinator of Science Education for Portsmouth Public Schools. In this podcast, she shares:

  • Her extensive career in STEM.
  • Obtaining a 5 million gift for STEM education.
  • Creating innovative outlets for elementary students.

To support STEMcast Podcast:

Live Smarter

Written By: Reagan Flowers, PhD

 

To surpass academic achievement goals, to help greater numbers of our children break the chains of generational poverty, we must be intentional and deliberate in cultivating talent that has the capacity to take advantage of economic opportunities that are available in STEM.

We do not choose the life we are born into, but we do choose the paths that makes our collective hopes and dreams a reality.  Our paths are all different, and for some, the road is much longer and the challenges are greater.

Choosing the correct path can be challenging especially when there are no Google Maps to point you in the direction of opportunities, when you never receive invitations to experience the world of possibilities, and when the standards by which you have been measured have been watered down so much, until you have developed a false sense of preparedness and competitiveness.

Living Smarter is the only way to rise above unjust education systems that continually leaves Black and Hispanic students behind their White and Asian peers.

C-STEM, Communication, Science, Technology, Engineering, and Mathematics, is what gets young people to work with us, to become self-reliant, to do their part as scholars, to be thoughtful leaders, and to be examples of what is good in the world.

By 2042, minorities will begin to cross the threshold to becoming the majority. Many urban schools serve majority minority students.  In these schools, particularly with native Black students, common trends you will find are:

  • Low gains in math and reading proficiency
  • School ratings at the bottom and they remain at the bottom for three or more years
  • Lower enrollment in Advanced Placement Courses
  • Lower numbers taking the ACT/SAT
  • And, Higher incidences of out of school suspension than their white peers

When it comes to top-scoring schools in math and reading, minority students on free or reduced lunch are less likely to enroll and they experience double digit achievement gaps.  For many minority students, particularly native Black students, many of their futures mirror their inheritance at birth.

To get different outcomes, we must start early, at the foundational level of education developing students to be superb communicators, critical thinkers, problem-solvers, innovators, and creators.  STEM provides the environment to do just that.  STEM is a way of life and allows students to apply classroom learning to the world around them.  It leads to futures as entrepreneurs and to careers that pay dividends towards achieving economic empowerment and a wealth base that strengthens families and rebuilds communities.

Data has shown us that more than 50% of individuals who have ever been arrested and more than 30% of individuals on welfare did not attend pre-school.

These are desperate times in public education.  The exceptionalism in leadership and student achievement cannot be found in many urban schools as we prepare for more school closures and take overs.  And the alternatives given for some school take overs will not provide the innovation needed to achieve the academic gains we hope for.

To meet the demands of the fast-changing high skills technologically driven world, Public schools must have assistance.  Overwhelmingly, data continues to report enormous challenges with tapping into the potential and capacity of minority students and in raising our Nation’s overall academic competitiveness.

The lack of innovation and the lag-time by which schools access current technology and instructional tools and resources, causes our students to fall further behind and under prepares them for life and work.  Many low skill jobs that were once done by humans have been completely taken over by robots and machines. There are more high skilled jobs, particularly in markets heavily supported by automation, artificial intelligence, and cyber security.

C-STEM helps schools innovate how instruction and learning happens.  All of the services C-STEM provides are working for the good of students by helping them achieve academically and gain access and exposure to opportunities. It is incumbent upon us all to be intentional and thoughtful in immersing our future leaders in STEM.

STEM: Are we really Making Progress

Written by: Reagan Flowers, PhD

There were so many great take-a-ways from the Women’s Global Leadership Conference (WGLC) in Energy.  The Theme, “Inspiring the Next Generation of Female Leaders”, was well received.  It is hard to imagine how anyone could have left not feeling inspired, encouraged, energized, more knowledgeable, and dreaming bigger.
Leading in male dominated industries can be challenging.  It was refreshing to hear from women who are figuring it out and paving the way in STEM industries.


When we look at were we are currently with Women in STEM, data shows that we must begin in elementary school with getting girls interested in science.  The gender gap widens in middle and high school, 3% to an 11% gap with boys demonstrating more interest than girls.

Some recommended best practices with getting girls more interested in STEM disciplines/careers includes:

  • Providing opportunities for girls to experience STEM as early as Pre Kindergarten to start building their confidence and to allow them to be wowed by what they can do and see the impact of applying what they know to something meaningful.
  • Use of inspiring messages and images that are not demeaning and don’t exacerbate gender biases or imbalances.
To continue to move the needle forward we have to do some things differently.  A great place to start is with ones self.  There is tremendous room for more individuals to take ownership by making a commitment to excellence to write a future for girls leading in STEM.  The call to action is to create, collaborate, and support opportunities that provide access to relevant high quality STEM learning experiences.
We are somewhat bridging the diversity and workforce readiness gap that exists in STEM fields of study and industries. It seems K-12 schools need additional support with bridging the information and knowledge gap that continues to persist, particularly with minorities and females.

How Curiosity Leads To a Rewarding Career with Jessica Autrey

Jessica Autrey on the STEMCast Podcast
Jessica Autrey is the Business Development Lead with AT&T Foundry For Connected Health. Jessica shares how she was able to combine her love of education, technology, and health into a successful career.

In this episode we discuss:
  • The joint venture between AT&T Foundry for Connected Health and the Texas Medical Center Innovation Institute in Houston.
  • How start-up Aira and AT&T helped a Boston Marathon runner
  • Jessica’s advice on curiosity leading to career opportunities.

Sponsored by Halliburton.

STEMcast Podcast Hosted by Dr. Reagan Flowers

CSTEM-Podcast-AppStore

 

STEMCAST Introduction: Urban Nexus

Welcome to the CSTEM Urban Nexus Competition where Everyone is an Artist & an Engineer!  Dr. Reagan Flowers provides us with an overview of the 2016 Competition for Pre K through 12th grade students nationally.  Student’s experience STEM using robotics, civil engineering, computer programming, innovation, film making, photography, mural, and sculpture.  Listen Now!

 

Empowering Our Future: C-STEM’s Urban Nexus Youth Challenge
Dr. Assata Richards provides great insight on the correlation between sociology and STEM on how we need to understand the problems in society; yet preparing our students to become practitioners for advancement. How do you learn from the world around us?  Listen Now!

Pointing the Finger

Over the weekend, I found myself engaging in several conversations regarding the unfortunate loss of life. It was extremely sad news to hear that a child lost his life as a result of playing with an airsoft-type pellet gun by a police officer in Cleveland, Ohio. There were many errors at play that led to this unfortunate incident. The obvious is poor communication. The “C” in C-STEM. Poor communication on part of the pellet gun manufacturer, 911 dispatcher, police officer, and parents of the 12 year old boy.

It is seemingly unreasonable to not hold manufacturers of pellet guns that look like real guns accountable for the lives that are unknowingly placed in danger. A news channel covering the story has shared that the type of pellet gun the child had in his possession generally has an orange tip at the end of the barrel indicating that it is not a real gun. I would have to argue that such a minimal indicator is not good enough. Why not an orange safety tip and orange handle? Why not regulate so that pellet guns cannot be manufactured in black or chrome?

The news reported that the orange indicator was not present on the pellet gun and according to experts made it look no different than a real gun. There must be some sort of liability on part of the manufactures designing, building, and selling pellet guns in stores for children. Many of us have purchased toys that have hazardous warning labels on them. I am curious to know if there was a hazardous label on the pellet gun that provided a warning regarding the dangers of removing the orange tip as it could easily be mistaken as a real gun by law enforcement; pointing or aiming the pellet gun at another person or living thing may alarm people around you and place your life at risk; and/or carrying the pellet gun as a weapon may cause someone to feel threatened.

Many of our public servants work hard at developing policy to regulate gun control with NRA. I think it is time for our public servants to work just as hard to regulate pellet gun control with manufacturers. There is an organization called “Mothers Against Drunk Drivers,” and I think this is a fine time to start “Mothers Against Pellet Gun Manufacturers”. It is time that the manufacturers effectively communicate the proper message with the use of pellet guns and design them such that there is no question that it is not a real gun.

I cannot stress the importance of developing the communication skills of children. Because if we fail to do so, they grow-up to be adults that lack effective communication skills. As part of this unfortunate situation, there was a dispatcher that failed to effectively communicate the alleged situation to the officer as it was reported by the 911 phone caller. The individual that made the 911 call obviously wanted the police to know that there was a possibility that the gun could be a fake. However, the dispatcher failed to convey that information to the police officer which heightened the severity of the situation. The dispatcher did not ask any clarifying questions of the 911 phone caller as to why it was believed that the gun could possibly be a fake or if the child was pointing the gun directly at people or if there were other people in the area that were obviously at risk. In the police officers response, it seemed completely evident from viewing the video that the officer did not communicate effectively with the child to gain control of what was perceived to be a threatening situation by the officer. Not to mentioned that the officer perceived a 12 year old boy to be a 20 year old man. As it relates to the parent(s) that purchased the pellet gun for the child, I am curious as to how they communicated with the child the proper way and place to use the pellet gun. As it relates to the school the child attended, I wonder what type of social emotional and character building activities/courses/programs/learning was offered to instill the level of discernment, character, thoughtfulness, and consideration that was needed to help him regulate his behaviors, be conscious of his environment, and aware of how people might perceive his actions.

In closing, I sincerely believe that it takes A Village to raise a child, I am equally curious as to what prevented the person who made the 911 phone call from making an attempt to speak with the boy about his public actions and handling of the gun, after all the 911 caller did not sound frightened, panicked, and even indicated that the gun was probably fake. Further, what prevented the caller from sizing up the situation and exploring options to intervene? I am not saying that anyone should put their life in danger, I am just wondering if the 911 caller ever considered becoming The Village for the child. It is obvious that he needed one.

Problem-Solvers are in High Demand

Engineers are in high demand throughout the world. From biomedical engineers to nuclear engineers. These careers require innovative creative thinkers to solve problems that we have throughout the world. They require higher levels of knowledge in math and science. We need to motivate our students to seek careers that are in high demand by encouraging them early on and doing so as they matriculate through the Pre K-12th grade trajectory to higher education. Their experiences in school need to be relevant, fun, innovative, balanced, exploratory, and interactive. Mostly, they must understand the importance of what they learn and how the information they have can be applied in the world. Children are naturally curious, so why not provide them the tools they need to expound on their natural curiosity. Everything starts from a single idea that you build on with intended outcomes. In many cases, a single idea yields dividends that would not have otherwise availed themselves, had you not taken action. Children are our future and they depend on us to prepare them to answer questions of the unknown and unforeseeable future.

Unable to Serve

I recently received an email that caused me to look at the education system from a different perspective. As a country we are failing to give our students the education that they need and deserve to stay competitive in the world.

There are three main expectations that the military has for someone to join. To be educated, physically fit, and have no criminal history. The first is one of the biggest reasons as to why people are unable to serve in the military. One out of four Americans do not have a high school diploma and even with a high school diploma some still lack the academic skills needed to join the military. The solution is for students to start receiving quality education as early as possible. They must be empowered with good information and have access to opportunities that provides them with competitive skills. Prekindergarten is a very important place to begin strengthening children’s cognitive skills. Studies show that students that start with a quality Pre K education have higher rates of high school graduation and lower rates of crime. I understand that children need hands on experiences early on in their education to engage them and keep them on track. C-STEM provides programs and activities that are hands-on, require critical thinking, problem-solving, and application of knowledge and skills as early as Pre K. We need to focus on what is best for our children as early as possible to prepare them to successfully navigate the maze of life’s journey. To be quite honest, we cannot start to early with educating our children, which means neonatal education is the best place to begin with ensuring that a child’s future is bright and full of promise.

Kids Growing-up In Poverty in the Most Powerful Country

Recent reports from a study published by JAMA Pediatrics show that the number of children in the United States living in poverty is at its highest in 20 years. The amount of federal money spent on children has declined since 2010 by billions of dollars. Children should not have to live in poverty in America. It becomes a chain reaction when children live in poverty.  With 1 in 4 kids not having enough access to food, the resulting outcome lends itself to health problems because they either go hungry or the food they consume is unhealthy.  Taking it even further, these kids have lower test scores and lower desires for education, which should be the focus of all children.  It is impossible for a kid to focus on learning when they are hungry and in some cases starving.  Heck, I cannot focus on learning when I am hungry.  The startling data published by JAMA clearly brings this issue to the forefront detailing why something must be done to eradicate hunger to make our future even brighter as we would not be leaving kids behind educationally as a result of hunger.  It is estimated that 20 percent of American children don’t have adequate access to healthy food. Resulting in their emotional, physical, and intellectual development becoming at risk.  This puts more of America’s children at a disadvantage. Let’s do our part and not let a single child go hungry, let’s feed their minds and bodies—let’s prepare them for a future they have not dreamed for themselves.