Mike Q HI-TEC Educator Of The Year

Today I had the honor of presenting Mike Qaissaunee the HI-TEC Educator of the Year Award. HI-TEC is a national conference on advanced technical education where technical educators, counselors, industry professionals, and technicians can update their knowledge and skills. HI-TEC uniquely explores the convergence of scientific disciplines and technologies.

Here's the text from the presentation:

The HI-TEC Educator of the Year Award recognizes a community college educator for outstanding contributions to advanced technological education. Nominees for the award must have had a demonstrated impact on technology education on both a local and national level.

This year there were several excellent nominees and the decision was a difficult one. As you probably know, Michael Qaissaunee is this year’s awardee.

Many of you know Mike, an Associate Professor of Engineering and Technology at Brookdale Community College and founding director of the Mid-Atlantic Institute for Telecommunications Technologies . As Principal Investigator of this NSF project, Mike led the development and implementation of numerous courses related to wireless communications technologies. He’s also Co-Principal Investigator for the National Information and Communications Technologies Center in Massachusetts, serving as a subject matter expert in wireless communications and leading ICT Center's national dissemination efforts.

He’s been involved with many projects around the United States and in 2007 was selected as recipient of the Global Wireless Education Consortium (GWEC) Wireless Educator of the Year Award.

He is a national leader and expert (many refer to him as a Rock Star) promoting the adoption of new technologies and approaches to teaching and learning, including: blogs, audio and video podcasts, wikis, mobile computing and educational gaming and simulation. This includes workshops and keynote addresses in wireless, wireless security, iPhone programming, and Web 2.0.

Here’s some things you may not know about Mike:

His father Abdul was the first person from his village in Afghanistan to go beyond elementary school. The U.S. Agency for International Development (USAID) brought him to the U.S. in the midst of his 11th-grade year. He graduated with honors from the University of Wyoming and returned to Kabul, where he headed the technology department at the technical high school he had left only two and half years earlier.

Three years later, USAID brought him back to America to study highway engineering. Barbara (Mike’s Mom who is here today) and Abdul met at the University of Illinois where she was completing her master's degree in library science. After Abdul completed his PhD, he and Barbara moved back to Afghanistan where he began working at Kabul University, eventually becoming Dean of the Engineering school.

In Afghanistan, his parents had three children--Mike is the middle child. In 1973 Barbara and Abdul moved their family from Afghanistan to Delaware where Abdul took a faculty position and Barbara worked as a librarian at Delaware State.

Both of Mike’s parents were a great inspiration and instilled great value on teaching and learning. Mike graduated from high school in Delaware at the top of his class and was accepted at a number of top engineering schools including MIT. He selected the University of Delaware for his Mechanical Engineering degrees.

Mike now lives in New Jersey with two other great inspirations - his wife Laura and daughter Haley.

I’ve had the honor of working and getting to know Mike for the past 6-7 years. He’s intelligent, honest, respectful, humble and has a great sense of humor. We’re pretty lucky to be working with him and his students are pretty lucky to be in his classes.

I can’t think of a more deserving person for this first HI-TEC Educator of the Year Award.

Please join me in congratulating Mike!

Some of the pictures from the conference are linked here.

Way to go Mike Q!!!!!!!

Don't Limit Access to Higher Education

My college president has written an excellent op-ed piece in BusinessWest, a Western Massachusetts news magazine. The piece discusses the critical importance of funding for public higher education and particularly for community colleges, in light of our current Massachusetts state budget crisis. Here the piece:

OPINION by IRA RUBENZAHL
President of Springfield Technical Community College (STCC) in Springfield, MA

By most accounts, we are now entering the worst economic crisis since the Great Depression. Nationally, the signs abound: the loss of home value, the meltdown in the stock market, the rise in unemployment, collapse of the credit markets, and a record $1 trillion federal deficit.

As these dramatic changes reverberate through the economy, a college education becomes ever-more important to secure a decent paying job and enter a stable career; studies show the link between higher levels of educational attainment and higher average salaries. Furthermore, certain associate degrees such as those in nursing, allied health, computer science, and manufacturing, pay much greater dividends because jobs in these fields are in high demand.

In this environment, individuals are facing hard choices about where to commit to spend their money. Where to go to college and how to pay for higher education ranks among a family’s most important decisions.

One may choose between public and private colleges, with elite private colleges now costing — without room and board — upwards of $40,000 per year. Within the public sector, there are three options: university campuses, state colleges, and community colleges. In Massachusetts, average student charges per year without room and board for these three segments are:

• $9,585 for the four UMass campuses;
• $6,400 for the nine state colleges; and
• $3,862 for the state’s 15 community colleges.

Since community colleges are the least expensive, they are becoming more and more popular as a way to stretch a family’s and student’s limited resources. And people are flocking to these local colleges. Fall 2008 figures show community colleges now dominate enrollment in the state with 89,000 students, compared with 46,928 at the four university campuses, and a total of 37,509 at the nine state college campuses.

This fall, community colleges statewide had an enrollment increase that averaged 5.3%, the largest jump of any segment. Although the Commonwealth’s community colleges offer only the first two years of a baccalaureate degree and a number of two-year career programs, the quality of instruction is superb. Consider that community colleges are teaching institutions with a focus on undergraduate students. Faculty are hired because of their knowledge and their ability to teach, not for research skills.

Springfield Technical Community College, for example, offers 60-plus career programs in business, health professions, computer science, and engineering technology. In addition, the college has a robust liberal arts curriculum leading to transfer to baccalaureate colleges throughout New England. Local private colleges — AIC, Elms, Bay Path, Western New England, and Springfield College — court STCC graduates through agreements that provide guaranteed scholarships for students with good grades.

Many STCC students also transfer to the public institutions, most notably UMass Amherst and Westfield State College.

So, for those worried about the economy and the future, community colleges continue to be the best deal in the state.

However, the current state budget deficit now threatens the accessibility and affordability of public higher education just when Massachusetts residents most need it.

Community colleges are the most lean and efficient segment of higher education, educating more students with less funding. They enroll more than half of public higher-education students, yet receive approximately one-quarter of state funding. Consequently, it will be more difficult for these institutions to absorb major funding cuts without affecting the quality of the education and resources so important to students and to our economic future.

Education is the economic driver for our state, producing the skilled and knowledgeable employees needed by business, schools, and industry — particularly the health care industry.

While cutting funding for education will save money in the very short term, it will represent a far greater loss for our citizens and our state.

Ira Rubenzahl is president of Springfield Technical Community College.

This article first appeared in BusinessWest Magazine, Springfield, Massachusetts and is directly linked here.

Unified Communications: Changing the Way We Work and Learn

It's been more than a couple of days since my last post - I was in Philadelphia for the American Association of Community Colleges Annual Convention. Great convention and always so good to reconnect with community college friends from around the country. We had a large National Science Foundation ATE Center contingency there with representation from 14 Centers along with the National Science Foundation.

At the conference, there was a lot of conversation about Web 2.0 applications and how they can be used in the classroom and workplace. I found myself often indirectly referring to an excellent Marketwire post titled IBM Predicts Five Future Trends That Will Drive Unified Communications

The post lists five future trends predicted by IBM Lotus General Manager Mike Rhodin in his VoiceCon 2008 Conference keynote address. Here's what Rhodin says will increase demand for the fast-growing unified communications market and reshape the way businesses and workers communicate and collaborate worldwide:

1) The Virtual Workplace will become the rule. No need to leave the office. Just bring it along. Desk phones and desktop computers will gradually disappear, replaced by mobile devices, including laptops, that take on traditional office capabilities. Social networking tools and virtual world meeting experiences will simulate the feeling on being there in-person. Work models will be changed by expanded globalization and green business initiatives that reduce travel and encourage work at home.

2) Instant Messaging and other real-time collaboration tools will become the norm, bypassing e-mail. Just as e-mail became a business necessity, a new generation of workers has a new expectation for instant messaging (IM) as the preferred method of business interaction. This will fuel more rapid adoption of unified communications as traditional IM becomes the core extension point for multi-modal communications.

3) Beyond Phone Calls to Collaborative Business Processes. Companies will go beyond the initial capabilities of IM, like click-to-call and online presence, to deep integration with business processes and line-of-business applications, where they can realize the greatest benefit.

4) Interoperability and Open Standards will tear down proprietary walls across business and public domains. Corporate demand for interoperability and maturing of industry standards will force unified communications providers to embrace interoperability. Converged, aggregated, and rich presence will allow businesses and individuals to better find and reach the appropriate resources, removing inefficiencies from business processes and daily lives.

5) New meeting models will emerge. Hang up on routine, calendared conference calls. The definition of "meetings" will radically transform and become increasingly adhoc and instantaneous based on context and need. 3-D virtual world and gaming technologies will significantly influence online corporate meeting experiences to deliver more life-like experiences demanded by the next generation workers who will operate more efficiently in this familiar environment.

It's happening - this is where work is going and we must keep pace in our classrooms to properly prepare our students.

You can watch Mike Rhodin's keynote by clicking here and get more information on what he and the IBM Lotus group are doing at: http://www.ibm.com/lotus/uc2

Getting Ourselves in Sync

A couple of days ago eWeek.com put up an interesting piece titled Programming Grads Meet a Skills Gap in the Real World. Here's a summary quote from the piece written by Darryl K. Taft:

"In short, many people on both sides of the equation—teachers as well as potential employers—say the educational system is not doing enough to keep pace with the ever-changing needs of IT, and that entering the work force often is as much of an educational experience as is college, particularly for programmers".

Ari Zilka, chief technology officer at Terracotta, in San Francisco, is also quoted in the piece, saying he understands the skills gap after having worked his way in the high-tech industry, while attending the University of California, Berkeley. According to Zilka:

"I found that UC Berkeley had an excellent curriculum but not only was my schooling lagging behind work, it became very hard to even go to school because work had me learning the concepts and their applicability and nuances that teachers didn't even seem to know."

The eWeek piece goes on:

"Zilka noted that many of the new hires he's seen during his career continue to echo the same sentiments as he did".

"Some of the things the school didn't teach Zilka and many who are now entering the work force include issues around communication, development skills, and business and product design.

On the communication front, Zilka said, "Presentation skills are critical, and selling and influencing peers is critical."

"Some of the development skills that schools might emphasize more include design patterns, coding style and practices, scalability and performance tuning, and a focus on the entire software development lifecycle, Zilka said. He noted that things like quality assurance, unit testing, and stage and release are not usually taught".

The piece continues with more comments on the skills gap from faculty at Texas A&M, Carnegie Mellon and Monroe College. Most are in agreement and generally comment that programs are changing to close the gap.

Chris Stephenson, executive director of the Computer Science Teachers Association, in New York, has an excellent quote:

".....but what is really exciting is that I have seen more and more educators (both at the K-12 level and the university level) willing to make these skills part of their curriculum."

Stephenson goes on, believing that subjects like Computer Science should no longer be taught as an "isolated discipline":

"There is little effort made to address issues such as effective team work, project planning and time management, and conflict resolution let alone helping students gain the cultural competencies and effective communication skills that are the key to success in a global economy,"

"Also, not enough effort has been made to show students how computing connects to problem solving in the real world,"

"The good news, however, is that an increasing number of educators are building these skills into the classroom experience. Teachers now have students work in teams on real world projects where the failure to plan together, work together, and communicate effectively are a big part of the evaluation that the students receive."

I'll finish the quotes with one that I feel really hits the need/gap on the head from Rawn Shah, IBM developerWorks Community Programs Manager:

"....software development is becoming much more of a group activity, and there is a lot of sophistication to that in the industry that isn't being replicated in a smaller closed environment like a college," Shah said. "Very often, they simply can't because of the time limitations of the semester-based programs."

If you are an academic - are your students working in teams? Can they communicate effectively with their teams? Are they learning relevant information? Are they ready when they graduate for work? Are there things that you are teaching that are out of date? Are there other courses in your curriculum that could be replaced with more relevant ones? How often do you make revisions to your curriculum? How do you know what you should be teaching?

If you are a business person - how can you help? What can you do to make a difference - to assure graduates you are hiring are properly prepared?

We ask ourselves these kinds of questions daily at our National Science Foundation funded National Center for Telecommunications Technologies - if you would like to learn more feel free to drop me an email at gsnyder@stcc.edu


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Read Show Notes and listen to Mike Q and my latest Podcast titled Enterprise 2.0 linked here.
Podcasts also free on iTunes.
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Has Moving Jobs Offshore Hurt Our Economy?

The June 18, 2007 issue of Business Week has an interesting cover story titled The Real Cost of Offshoring. The article, written by Business Week economics editor Michael Mandel, has the following byline: Official numbers show that moving jobs overseas hasn't hurt the economy. Here's why those stats are wrong.

The article describes what Mandel refers to as Phantom Gross Domestic Product (GDP) calculations being made by the U.S. Bureau of Labor Statistics (BLS). The article goes on to describe the GDP as the inflation-adjusted value of all the goods and services produced inside the Unites States and goes on to say "Phantom GDP" arises when the real growth rate of imports is understated...... making it appear that more of the goods and services consumed in the U.S. are produced here.

I'm not an economist and I'm not going to pretend to be any kind of expert. I will try and explain and summarize based on the Business Week piece. According to Mandel, "Phantom GDP" happens four ways:

1. Offshoring - The cost of manufacturing most products offshore is commonly cheaper than it is in the U.S. What's kept some of the manufacturing in the U.S. has been reliability. Today foreign manufacturers are becoming more reliable and this increase in reliability is sometimes considered a "Productivity Improvement" by the BLS. So let's consider a U.S. manufacturer that moves production from the U.S. to China. The combined cost decline and increase in productivity, as the result of the offshoring, are sometimes miss-booked as part of the U.S. GDP growth.

2. Intangibles - the article mentions how R&D is also being shifted off shore. Now R&D is an expense that does not result in direct production of product. As R&D is shifted offshore, it is sometimes considered a cost cut by the BLS and may be indicated as an increase in productivity.

3. New Goods - the article mentions consumer electronics (offshored from the U.S. long ago) which typically have short life cycles. Think about just about any electronic device - next generation products are technologically more advanced and typically cheaper than predecessors. These improvements and cost cuts are sometimes credited by the BLS to the U.S. even though the R&D and production are being done offshore.

4. Cross-Country Shifts - Companies are constantly searching for the lowest cost supplier. As production of a product moves from one country to a lower cost country (example: from Mexico to China) there is a decline in cost of that product. Part of that decline in cost can show up in BLS GDP data.

The Business Week article quotes Michael Horrigan, BLS Associate Commissioner as follows:

"Capturing the shift from domestic to foreign production [or vice versa] and its associated impact on prices is at the forefront of methodological challenges we face."

This is an incredibly difficult challenge. Pick up a copy of Business Week if you can - it is a very good read. You can also listen to a podcast of Mandel's cover story here.