STEM Sample Clauses

STEM. Each elementary school shall be allocated $5 per CBEDS enrollment each year to supplement funds available for science, technology, engineering and mathematics instruction. This budget shall be administered by the principal with approval from the site leadership team.

STEM. The Science and Technology Pathway is designed for students interested in areas like information technology, cybersecurity, science, technology, engineering, and math. Career pathways include building linkages for the design, development, support, security and management of hardware, software, multimedia, and integrated services. Other career pathways include opportunities as scientists, mathematicians, and engineers. (HB5 Endorsement: STEM)

STEM. A dominant leader or branch bearing buds, foliage, and giving rise to other branches and stems.

STEM. Ambition: To increase the proportion of STEM related courses within our overall College activity and the proportion of STEM related learning within all our courses. To be nationally recognised for excellence in STEM provision and enhance STEM related learning across our region. Work experience Ambition: West College Scotland will embed employability skills, so that all our learners can participate successfully in the labour market Employability of students with learning differences Employer engagement Apprenticeships Ambition: West College Scotland to be recognised as the ‘Skills Provider of Choice’ for the region Foundation and Graduate Apprenticeships Ambition: West College Scotland to be recognised as a national leader in the development of Scotland’s young workforce.

STEM. ‌ The University remains fully committed to increasing the recruitment and retention of students to STEM based subjects, reflecting the focus on STEM as a Scottish Government and SFC strategic priority, under the intensification ethos. The University sees this as a crucial component of servicing the future needs of the Scottish economy. It therefore retains its ambitious target to recruit 45% of SDUEs to STEM based subjects by 2021, though it now seeks to achieve this on an incremental basis, with a target of 35% set for 2018/19 and 40% for 2019/20 (see Appendix 2). This shift to gradual delivery of the longer term target is considered a more feasible approach, and reflects a disappointing decrease in the percentage of Scottish-domiciled students entering STEM based courses in 2016/17 although overall STEM recruitment is on a positive trajectory. Similar figures are expected for 2017/18, caused at least in-part by the depressed Oil and Gas sector which plays an important role across the local economy.

STEM. Educationally, STEM instruction is viewed as a tool to successfully accomplish all learning goals. Additionally, as a field of study, STEM looks for highly proficient students and tries to increase their interest in these fields so that we develop the innovators of the future. Our goal is to get them through high school prepared for rigorous college coursework so they can become the leaders of tomorrow’s industry. Educationally we see STEM as a very specialized, high-tech field we are grooming our students to join. Industry, on the other hand, has a very unique view. STEM from the workforce perspective is significantly different and more about grooming workers with 21st-century skills who are ready to jump right in. When teachers think about technology, we envision computers, touchscreens, and digital data-collection tools. Technology in industry is about thinking outside the box and using materials to solve problems. Scissors were once considered a form of technology, and for industrial purposes, they really are. They were created to solve a problem: how to cut something more precisely. Problem-solving and developing quick and cost-effective solutions on the go are what industry is seeking in the next- generation workforce. Biochemistry, engineering, computer programming, and emerging technologies are just a small sliver of what the STEM workforce needs. These positions require the most skills, and we need to continue developing students for these specialized fields, but we cannot forget the larger segment of industry that relies on STEM. Construction, transportation, and even the hospitality industry rely on a STEM-developed workforce. Whether it’s understanding how an engine works, or plotting trucking routes, the advanced level of technical knowledge and problem- solving capability needed for these positions have become obstacles that did not previously exist. Industries view career and technical education as a key piece of STEM education. Students must be prepared for any path they choose in life, whether it is directly into a STEM career or studying a specialized STEM field in college. The educational program at Xxxxxxx Academy is about preparing all students for their future. Xxxxxxx Academy will fulfill the thoroughness standards identified in Idaho Code 33-1612. It will establish a thorough system of instruction that will fully address the following standards:

STEM. One- or two-piece stainless steel.

STEM. The number of STEM enrolments in Science, Technology, Engineering and Mathematics subjects accounted for over 36% of all new undergraduates in 2016-

STEM. In September 2017 the university recruited larger numbers into STEM subjects, which is consistent with its medium-term ambition to shift its numbers of Scottish-domiciled undergraduates towards the STEM subjects. Significant work has been undertaken by the university’s academic Schools, particularly the School of Pharmacy & Life Sciences, with regional primary and secondary schools to encourage the take up of STEM subjects. In common with all subjects, the university has extensive engagement with employers in the development, teaching, provision of placement, assessment and review of its STEM portfolio of courses. The university has made a new strategic appointment at Vice Principal level with a particular focus on innovation and regional engagement. This individual brings significant international experience to the university and will play a key role in both developing the university’s innovation agenda and the region’s economic development strategy. This is reflected within the university’s new University Innovation Fund plan for 2018/19. The university is committed to gender balance on its Board of Governors. The most recent staff elections resulted in a Board which now comprises 39% females. The Board is committed to using the vacancies that will arise in the 2018/19 academic session as an opportunity to create a gender balanced Board. The university is also progressing a number of initiatives with its most gender imbalanced subject areas in order to improve the gender balance of students recruited in these subject areas over the medium-term.

STEM. With a few exceptions, the nature of the businesses in Dumfries and Xxxxxxxx do not have a particular demand for high-level STEM qualifications. Where there are, the college is active in working partnership with industry to deliver the qualifications they require eg in renewable industries.