Online education is on the rise in the US and abroad and provides a convenient form of knowledge transfer to people who cannot be full- and or even part-time students at community colleges or universities. This factor impacts industry representatives, displaced workers, and low-income learners. Usually, online education consists of online lectures and/or tutorials designed so users can comprehend the studied subject. The missing piece of online education is the lack of hands-on activities. To address this issue, Michigan Tech and West Shore Community College collaborate on researching, developing, and implementing a State-of-the-Art Teleoperated Robotic Workcell (TRW) to enable enhanced remote training for industrial robots. The system is designed to provide training opportunities to college students, industry representatives, and displaced workers wishing to retool their skills and become more competitive in the job market.
more »
« less
The Globalization of Postsecondary Education: The Role of International Students in the US Higher Education System
In the four decades since 1980, US colleges and universities have seen the number of students from abroad quadruple. This rise in enrollment and degree attainment affects the global supply of highly educated workers, the flow of talent to the US labor market, and the financing of US higher education. Yet, the impacts are far from uniform, with significant differences evident by level of study and type of institution. The determinants of foreign flows to US colleges and universities reflect both changes in student demand from abroad and the variation in market circumstances of colleges and universities, with visa policies serving a mediating role. The consequences of these market mechanisms impact global talent development, the resources of colleges and universities, and labor markets in the United States and countries sending students.
more »
« less
- Award ID(s):
- 1735786
- PAR ID:
- 10281992
- Date Published:
- Journal Name:
- Journal of Economic Perspectives
- Volume:
- 35
- Issue:
- 1
- ISSN:
- 0895-3309
- Page Range / eLocation ID:
- 163 to 184
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
ABSTRACT Collaborations between community colleges, non-research centered universities and research universities can enrich the flow of students into Science, Technology, Engineering and Mathematics (STEM) majors and careers. The nation is beginning to understand the importance of such interaction especially with under-represented minorities and those with disabilities. For over fifteen years our group has developed new ways to integrate these students and their faculty to the research culture. This will lead to increased diversity and inform research university faculty of the great talent that is latent in these underserved pools.more » « less
-
The education and training of students and workers for careers in STEM fields is a longstanding concern of educators, development practitioners, analysts, and policymakers around the world. This chapter focuses on STEM workforce development in the United States in the context of global education migration and global enterprises that employ STEM graduates. It begins by addressing the politicized history of STEM workforce development, finding the STEM crisis theme is a perennial policy favorite in the US, appearing every few years as an urgent concern in the nation's competition with whatever other nation is ascendant, or as the cause of whatever problem is ailing the domestic economy. Turning to the measurement of STEM supply and demand, we find it is fraught with difficulty and inconsistency. The entry concludes by considering the need for, and the obstacles to increasing the supply of STEM students at US colleges and universities. Overall, we find that STEM policy is often a response to broader anxieties and politics—whether about international threats or domestic economic crises—and is seldom based on substantial empirical analysis. DOI: https://doi.org/10.1016/B978-0-12-818630-5.13065-9more » « less
-
Yoshizawa, Go (Ed.)PurposeThe purpose of this article is to investigate particular aspects of the STEM job market in the US. In particular, we ask: could the possession of high performance computing (HPC) skills enhance the chances of a person getting a job and/or increase starting salaries for people receiving an undergraduate or graduate degree and entering the technical workforce (rather than academia)? We also estimate the value to the US economy of practical experience offered to US students through training about HPC and the opportunity to use HPC systems funded by the National Science Foundation (NSF) and accessible nationally. MethodsInterviews and surveys of employers of graduates in STEM fields were used to gauge demand for STEM graduates with practical HPC experience and the salary increase that can be associated with the possession of such skills. We used data from the XSEDE project to determine how many undergraduate and graduate students it enabled to acquire practical proficiency with HPC. ResultsPeople with such skills who had completed an undergraduate or graduate degree received an initial median hiring salary of approximately 7%–15% more than those with the same degrees who did not possess such skills. XSEDE added approximately $10 million or more per year to the US economy through the practical educational opportunities it offered. DiscussionPractical hands-on experience provided by the US federal government, as well as many universities and colleges in the US, holds value for students as they enter the workforce. ConclusionPractical training in HPC during the course of undergraduate and graduate programs has the potential to produce positive individual labor market outcomes (i.e., salary boosts, signing bonuses) as well as to help address the shortage of STEM workers in the private sector of the US.more » « less
-
Maslej, Nestor; Fattorini, Loredana; Perrault, Raymond; Gil, Yolanda; Parli, Vanessa; Kariuki, Njenga; Capstick, Emily; Reuel, Anka; Brynjolfsson, Erik; Etchemendy, John (Ed.)AI has entered the public consciousness through generative AI’s impact on work—enhancing efficiency and automating tasks—but it has also driven innovation in education and personalized learning. Still, while AI promises benefits, it also poses risks—from hallucinating false outputs to reinforcing biases and diminishing critical thinking. With the AI education market expected to grow substantially, ethical concerns about the technology’s misuse—AI tools have already falsely accused marginalized students of cheating—are mounting, highlighting the need for responsible creation and deployment. Addressing these challenges requires both technical literacy and critical engagement with AI’s societal impact. Expanding AI expertise must begin in K–12 and higher education in order to ensure that students are prepared to be responsible users and developers. AI education cannot exist in isolation—it must align with broader computer science (CS) education efforts. This chapter examines the global state of AI and CS education, access disparities, and policies shaping AI’s role in learning. This chapter was a collaboration prepared by the Kapor Foundation, CSTA, PIT-UN and the AI Index. The Kapor Foundation works at the intersection of racial equity and technology to build equitable and inclusive computing education pathways, advance tech policies that mitigate harms and promote equitable opportunity, and deploy capital to support responsible, ethical, and equitable tech solutions. The CSTA is a global membership organization that unites, supports, and empowers educators to enhance the quality, accessibility, and inclusivity of computer science education. The Public Interest Technology University Network (PIT-UN) fosters collaboration between universities and colleges to build the PIT field and nurture a new generation of civic-minded technologists.more » « less
An official website of the United States government

