The 21C Workplace

Meeting 21C workplace needs for both employers and employees requires not only an awareness of the role our nation’s workforce plays in the current global economy, but also requires planning and implementation of initiatives designed to ensure that future workplace needs can be met. Young people can also be more engaged in school when they recognize that school work is directly related to their unique goals and outcomes postgraduation.

In this broadcast:

Franklin Schargel’s topic is building America’s economy, education’s role in building that economy, and why our 21C workplace must be globally competitive. He defines the skills a world class teacher and need and what a world class school looks like before discussing what investment needs to be made now to get to the position of global leadership. Mr. Schargel concludes that the problem with America’s economy is not a lack of jobs; it is a lack of skilled people to fill them. Michael Lillywhite cohosts.

Dr. George Petersen discusses his personal and professional background as a professor and Founding Dean of Clemson University’s College of Education. He comments on NDPC/N’s work and its value in continuing to reduce the nation’s dropout rate nationwide.

Stewart Rodeheaver discusses the need to engage students while also developing their workplace skills. Virtual reality applications accomplish both objectives, allowing students to become involved in virtual experiences as diverse as seeing inside a human heart to assembling a combustion engine.


Franklin Schargel, PPT.

Capacity Building: STEM to STEAM in South Carolina

By 2018, an estimated 81,000 STEM jobs will need to be filled in South Carolina. Despite an increase in STEM majors, however, students are not choosing STEM fields. Instead, they are selecting more “transdisciplinary” fields that include the arts. An innovative educational practice called STEAM (where “A” represents the arts) is helping students see the creative and imaginative parts of STEM and increasing their engagement in STEM. The development of an interdisciplinary STEAM ecosystem—including schools, families, businesses, and community members—is being led by a team of Clemson University faculty. The effort aims to increase the participation of South Carolinians in STEM, beginning in elementary school.

“Capacity Building: STEM to STEAM in South Carolina” will focus on:


  • the importance of deepening the content knowledge of teachers, parents, caregivers, and business partners, and why they are all invested in the success of building the STEAM Ecosystem;
  • how underserved and high-needs school districts will be incorporated into STEAM to ensure that the workforce reflects the state’s changing demographics; and
  • how the initiative will create the nation’s first STEAM Teaching Endorsement.

Tweet about this broadcast using #STEAM or at @NDPCn, @CUScienceEdProf, @daniherro.


Presentation Notes  pdf
Whether you are looking for resources on integrating science, technology, engineering, and math or on infusing the arts to transform STEM into STEAM, this curated compilation will help you strategize around different approaches to integrated studies.
This South Carolina NPR special series explores the unexpected intersections of art and science.
Interactive tools and simulation environments that enable and encourage exploration and discovery through observation, conjecture, and modeling activities.
This guide introduces girls in grades 9-12 to young women engineers and highlights careers.
All 38 K-12 STEM programs included in this report provide challenging content/curriculum, an inquiry-learning environment, defined outcomes/assessment, and sustained commitment/community support.
Downloadable posters, educator guides with activities and age-appropriate career information for your students. All activities meet national education standards of learning for math, science and technical literacy.
A host of free STEM resources for students and teachers from Pre-K to high school.

Alliance for Science & Technology Research in America. (2015). Telling our story through data: ASTRA’s STEM on the Hill state STEM & innovation report cards 2015. Washington, DC: Author. Retrieved from

Bidwell, A. (2014). Report: STEM job market much larger than previously reported. US News and World Report, pp. 1. Retrieved from

Cross, N. (2001). Designerly ways of knowing: Design discipline versus design science. Design Issues, 17(3), 49-55. Retrieved from

Dede, C., & Richards, J. (Eds.). (2012). Digital teaching platforms: Customizing classroom learning for each student. New York, New York: Teachers College Press.

Delaney, M. (2014, April). Schools shift from STEM to STEAM. EdTech. Retrieved from

Diamond, B. S., Maerten‐Rivera, J., Rohrer, R. E., & Lee, O. (2014). Effectiveness of a curricular and professional development intervention at improving elementary teachers’ science content knowledge and student achievement outcomes: Year 1 results. Journal of Research in Science Teaching, 51(5), 635-658. Retrieved from

Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K–12 teachers. Interdisciplinary Journal of Problem-Based Learning, 1(1), 5. Retrieved from

Friedman, L. N. (2013, December 11). How a learning gap grows. Education Week.
Retrieved from

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.Retrieved from

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. Retrieved from

International Society for Technology in Education. (2007). Standards for students. Retrieved from

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC horizon report: 2015 K-12 edition. Austin, Texas: The New Media Consortium. Retrieved from pdf

King, H. (2011). Connecting in-school and out-of-school learning experiences (ISE Research Brief). Retrieved from

Krajcik, J. (2015). Project-based science. The Science Teacher, 82(1), 25. Retrieved from

Lee, K. T., & Nason, R. A. (2013). The recruitment of STEM-talented students into teacher education programs. International Journal of Engineering Education, 29(4), 833-838. Retrieved from pdf

National Science Board. (2014). Science and engineering indicators 2014. Arlington VA: National Science Foundation (NSB 14-01). Retrieved from

Traphagen, K., & Traill, S. (2014). Report from the field: How cross-sector collaborations are advancing STEM learning. Los Altos, CA: NOYCE Foundation. Retrieved from pdf

Zucker, A. (2015). Regional education report: A baseline report on public education in the Tri-County Region. Charleston, SC: Tri-County Cradle to Career Collaborative. Retrieved from

Connected Counseling: Connecting Students to Success

Standards based high school educational reform movements led to the creation of the American School Counselors Association National Model: ‘A Framework for School Counseling Programs’. Saint Paul high school counselors across the district learned the model and created ‘Connected Counseling: A Strategic Plan to Restructure St. Paul’s High School Counseling Programs’ to raise graduation rates for all students. Connected Counseling means students have connections to caring adults, supportive peers, challenging academic curricula, community partners, and the ability to create a Six Year Plan outlining their four years of high school and two years beyond. This broadcast will introduce you to Connected Counseling.


Presentation Slides pdf.

America’s Career Resource Network. (2010).

American School Counselor Association(2010).

Center for School Counseling Outcome Research(2010).

Partnership for 21st Century Skills(2010).

Saint Paul Public School Counselors(2010).

The Center for Excellence in School Counseling and Leadership (CESCaL)(2009).

National Dropout Prevention Center/Network (2008).  Video: Connected Counseling in Action.

Making the Connection: Advanced Technological Education and Dropout Prevention

Often overlooked, a dropout prevention partner in your neighborhood is your local two-year technical or community college. More specifically, those two-year colleges who work with the National Science Foundation Advanced Technological Education (ATE) program will definitely have programs and resources you can use and a desire to share them. The ATE program is designed to connect high schools and community colleges for the purpose of improving student engagement and success in fields of advanced technology specifically to provide the nation with highly skilled technicians in many disciplines. Secondary schools and community colleges are natural partners in serving at-risk students, and you can find out much more in this webcast!


Presentation Slides  pdf

Advanced Technological Education Television.

ATE Central (Advanced Technological Education)(2010).

Integrated Geospatial Education & Technology Training (IGETT)(2010).

Mat Ed National Resource Center (Materials Science)(2010).

National Center for Manufacturing Education(2010).

National Geospatial Technology Center of Excellence(2010).

Northwest Center for Sustainable Resources(2007).

SC ATE National Resource Center(2010).

Teaching Technicians(2010).

Video: Using Your Math and Science (ATETV)(2009).


CTE: Key to Education Reform, Preparing the Future Workforce

In this program, you will learn how Career and Technical Education (CTE) plays a role in dropout prevention and school reform. Listeners will hear how CTE provides students with the knowledge and skills necessary to be successful in the career pathway of their choice.


Presentation Slides  pdf

Bottoms, G. (2008).  A Vision for High Schools: Joining Academic and Technical Studies to Promote More Powerful LearningTechniques.

Association for Career and Technical Education.

Building a Portfolio of Options to Ensure All Students Graduate(2010).

Career Clusters. (2011).

CTE’s Role in Dropout Prevention and Recovery  pdf. (2007).  ACTE Issue Brief.

Decreasing the Dropout Rates in the United States – Panel Discussion(2006).

Plank, S., DeLuca, S., & Estacion, A. (2005).  Dropping Out of High School and the Place of Career and Technical Education: A Survival Analysis of Surviving High School  pdfNational Dissemination Center for Career and Technical Education.

Joining Forces for Student Success: The Emergence of State and Local Policies to Support the Recognition of Academic Credit for CTE Coursework – ACTE Policy Paper. (2009).

National Research Center for Career and Technical Education.

What Is “Career Ready”? ACTE Policy Paper  pdf. (2010).

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