What is STEM Education? Why is STEM Education Important in the 21 st Century?

Transcription

1 What is STEM Education? Why is STEM Education Important in the 21 st Century? Many prominent leaders have called for reform of STEM education and recruitment of students to STEM fields of study as a matter of national importance. Publications and reports such as Science for All Americans (American Association for the Advancement of Science, 1990), Technically Speaking (National Academy of Engineering, 2002), The World is Flat (Friedman, 2005), Rising Above the Gathering Storm (Committee on Prospering in the Global Economy of the 21 st Century, 2007), National Action Plan for Addressing the Critical Needs of the U.S. Science, Technology, Engineering, and Mathematics Education System (National Science Board, 2007), and Engineering in K-12 Education (National Academy of Engineering, 2009) have focused national attention on the need for STEM education and its relevance to the nation s global competiveness. Common themes throughout include the importance of educating scientifically, numerically, and technically-literate students who possess 21 st century skills including problem solving and critical thinking. The urgent need for improved education in STEM fields is underscored by the comparison of the performance of U.S. students in science and math in the TIMSS (Trends in International Mathematics and Science Study) and PISA (Program for International Student Assessment) assessments and the relatively small percentage of students in the U.S. entering and completing STEM degrees in post-secondary education. Since careers in science, technology, engineering, and mathematics fields contribute greatly to the nation s capacity for innovation and are among the fastest-growing and highest-paying careers in the economy of the 21 st century, it is vital that we engage and prepare students in STEM education as well as excite them about career opportunities that are available in STEM fields. STEM education involves more than education in the separate fields of science and math. It involves the development of a curriculum that integrates rigorous content from science, technology, engineering, and mathematics, within the context of designing solutions to real-world problems. It also often involves authentic experiences, such as industry mentorships, field trips, and guest speakers, to further enhance project-based curriculum and curriculum relevancy. In the process of problem solving, students are engaged in the application of science and mathematics through technological and engineering-design processes. They learn to conduct scientific experiments, gather and analyze data, draw and communicate conclusions, develop and evaluate prototypes, and think critically. Integrative STEM education is a very effective way to engage students in higher order critical thinking and problemsolving skills by placing rigorous mathematics and science in the context of technology and engineering, the "T and E" in STEM. In addition, incorporating personnel, projects, and expertise from business and industry into integrative STEM projects can serve to enhance curriculum relevancy as well as provide role models to excite more students about STEM careers. For more information on the Pennsylvania STEM Initiative, please see For information about the Central PA STEM region, please contact centralstem@francis.edu. - Allison Felix, Central PA STEM Region Coordinator

2 The Pennsylvania STEM Initiative is a statewide partnership dedicated to preparing the Commonwealth of Pennsylvania for global competitiveness through a statewide strategy of enhanced science, technology engineering and mathematics education and career development opportunities for Pennsylvania students and communities. This strategy is executed by the statewide STEM Initiative in cooperation with five regional STEM Networks across Pennsylvania. Goals of the PA STEM Initiative 1. Increase the number and diversity of Pennsylvania s students, residents and workers with high quality post-secondary STEM education and training. 2. Ensure that all graduates from Pennsylvania s high schools meet or exceed proficiency in STEM content areas. 3. Diversify and increase the number of Pennsylvania teachers who are well prepared and highly-effective in providing STEM education. 4. Increase awareness of and commitment to STEM education as a priority for Pennsylvania. The PA STEM Initiative began in In 2008, five regions were established to deploy the outcomes of the initiative, initially disseminating information about STEM and PA STEM Initiative programs, recruiting STEM champions who would also sign a regional STEM compact, facilitating participation in regional STEM asset mapping, supporting the development of a regional economic gap analysis, and developing a regional strategic plan. Central PA STEM Region The Central PA STEM Region consists of 32 counties, 178 public school districts, 9 intermediate units, 5 workforce investment boards, and approximately 90 institutions of higher education. In order to disseminate information and facilitate regional collaboration, the region is divided into four sub-regions, Southern Alleghenies, South Central/Lancaster, Central, and North Central/Northern Tier. Central PA STEM Compact STEM champions have been identified throughout the STEM Region and have indicated their interest in helping advance the goals of the PA STEM Initiative by signing the Central PA STEM Compact. To date, 91 Central PA STEM Regional compacts have been signed. Compact signatories represent 10 business and industry stakeholders; 15 government, non-profit organization, workforce development, and economic development agency stakeholders; 19 higher education stakeholders, 47 K-12 education stakeholders. Central PA STEM Regional Compact Stakeholder Representation Business and Industry 11% K-12 Education 52% Higher Education 21% Government, nonprofit, workforce development, or economic development agency 16%

3 Central PA STEM Asset Mapping There are currently 197 STEM programs listed in the asset map database for the Central PA STEM Region, including assets such as individual STEM-related organizations, programs of study at institutions of higher education, adult training programs, outreach programs, and workforce development partnerships. Please see for more information. Central PA STEM Economic Gap Analysis A regional Gap Analysis conducted by EMSI (Economic Modeling Specialists, Inc.) was developed in spring of To gain further insight into the characteristics of each sub-region within the Central PA STEM region, Lancaster County Workforce Investment Board and Central PA Workforce Development Corporation have conducted a more detailed analysis, including a more inclusive set of STEM occupations. The executive summaries for the sub-regional gap analysis are currently being developed and will be distributed to stakeholders in the near future. Central PA STEM Strategic Priorities Regional priorities were identified through two mechanisms: a regional survey of compact signatories as well as a regional strategic planning meeting. Based on the information gathered from those events, the following have been identified as priorities for the Central PA STEM Region: Consistent Themes: Emphasize collaboration, less replication Develop consistent communication, simple message for each audience Utilize communication networks and resources that are already in place to disseminate information Develop a mechanism to facilitate making resources available to those who use them (in conjunction with asset map) Produce substantive programs and resources Top Strategic Priorities: Among Commonwealth s STEM Initiative long-term goals: K-12 STEM proficiency for students. Among K-12 STEM curricular goals: Interdisciplinary, project-based STEM curriculum. Among K-12 STEM education, business, or university partnership priorities: Real world STEM project-based curriculum in collaboration with businesses and universities. Among activities for effectively preparing students for STEM careers: o Inquiry-based activities (develop critical thinking, curiosity) o Career awareness (what are the jobs and what is necessary for success in these careers) o Activities to improve students ability to collect and analyze data Among STEM workforce priorities: Mechanisms for industries and workforce organizations for providing input into STEM preparation educational programs at the K-16 level. In addition to regional strategic priorities, key communication messages have been gathered for K-12 students, postsecondary students, parents, educators and business/industry.

4 The Central Regional Compact for Science Technology Engineering and Mathematics (STEM) Education July 2008 Introduction The Central Region is the largest and most economically diverse regions within Pennsylvania s STEM Initiative. The region is a combination of rural populations and cities; economic bases ranging from agriculture, steel, and coal; mountains and valleys; and a plethora of natural and human resources. To appeal to the broad economic and geographic base of the region, a balanced and diverse network of organizations will need to cooperate and collaborate with an approach for service in their sub regions and the entire region as a whole. Vision In order to ensure that industries in the Central Region are competitive in the global marketplace and that people in the Central Region have the skills necessary to work in the technologically challenging occupations that companies demand, the Central STEM Region will work to develop relevant, effective, and systemic science, technology, engineering, and mathematics efforts aligned with K-12 education, higher education, and workforce development. Implementation Members of the Central PA STEM Region commit to collaborating on STEM-related initiatives designed to emphasize the importance of a STEM-literate population through several methods including: communication on and advocacy of STEM initiatives and legislation sharing of information on research, programs, and efforts relating to STEM collaboration among stakeholder organizations for the development of programs designed for education, promotion, and advocacy of a STEM-literate population and competitive economy By signing the Central Regional Compact, I agree to become a partner in the Central STEM Region. Name Title Signature Date Organization Address Phone Please circle the category that best fits the description for your organization: K-12 Education Higher Education Workforce Investment Board Economic Development Agency or Non-Profit Organization Business Please return this form to: Central PA STEM Region C/O Saint Francis University Science Outreach Center 117 Evergreen Drive, Loretto, PA centralstem@francis.edu

5 Executive Summary Report on Employment Gaps and Education Surpluses Lancaster Workforce Investment Board Central Pennsylvania Workforce Investment Board PURPOSE The Report of Employment Gaps and Education Surpluses examines the job opportunities for graduates and students pursuing fields in science, technology, engineering, and math (STEM) in Central Pennsylvania. This report is but one of many possible approaches to studying the outlook of STEMrelated careers and answers the question: are there more individuals completing educational programs than there are available jobs? Encouraging students to pursue STEM careers is important because it helps fill employment gaps that currently exist and/or will exist in the near future, creates a competitive workforce, and encourages companies to locate in certain areas. BACKGROUND The scope of this analysis is limited to the Central Pennsylvania STEM Region, which includes 32 counties and is separated into 4 sub regions: Northern Tier: Bradford, Cameron, Clearfield, Elk, McKean, Potter, Sullivan, and Tioga Counties Central: Centre, Clinton, Columbia, Lycoming, Mifflin, Montour, Northumberland, Snyder, and Union Counties Southern Alleghenies: Bedford, Blair, Cambria, Fulton, Huntingdon, and Somerset Counties South Central: Adams, Cumberland, Dauphin, Franklin, Juniata, Lancaster, Lebanon, Perry, and York Counties A total of 50 STEM occupations have been identified in the Central Pennsylvania STEM Region as being high wage, high growth, and high skill (HWHGHS). These occupations were further refined in each subregion based on local statistics and qualitative knowledge of the industries and occupations. Based on the available education and training programs and the number of individuals completing those programs, it was determined if an employment gap or education surplus exists in each sub region using data provided by Economic Modeling Specialists, Incorporated. An employment gap occurs when there are more job openings projected to be available than there are individuals completing relevant education programs, and an education surplus happens when there are more completers. To further categorize the results, the STEM occupations were classified into five industry sectors: Business Computer Science Science & Technology Medical Construction RESULTS Based on this approach for determining the availability of STEM opportunities in the Central Pennsylvania region, both the Northern Tier and Southern Alleghenies sub regions were found to have employment gaps in the Science & Technology and Medical sectors, while the South Central sub region was found to a have gap in the Medical sector. The Central sub region is home to numerous educational facilities, which is likely causing the educational surpluses across all industries in this sub region. The results of this analysis are skewed by the relative presence or lack of post secondary institutions in each sub region as well as the historical employment base. Obviously, each training institution has the Prepared by Central Pennsylvania Workforce Development Corporation (CPWDC) June 2010

6 Executive Summary potential to draw students from outside its immediate sub region, and individuals search for work is not limited solely by the sub region in which they live and/or are trained. For the Northern Tier sub region: Four (4) training institutions were included in the analysis for the Northern Tier sub region. There is a surplus of completers for general business degrees in the Business sector. Overall, there is an employment gap for all business related HWHGHS (high wage, high growth, and high skill) STEM occupations, with a specific gap for accountants and auditors. The Computer Science sector has a good balance between completers and job openings. With such a small surplus estimated at only 12 completers annually, retention of local graduates should be a priority. When looking at the Science & Technology sector, there are no documented completers for engineering in the region. The only HWHGHS STEM occupation with any completers is Chemists. The Medical sector in the Northern Tier sub region shows a gap in every occupation. There is an employment gap in the Construction sector, particularly for Telecommunications Line Installers and Repairers. A surplus for Construction Managers exists, but it is undetermined if these completers who have earned general business degrees follow a career path within the construction sector or the business sector. Besides Construction Managers, there are no institutions providing training for HWHGHS STEM workers in the Construction Sector. Opportunities the Northern Tier sub region may want to focus its efforts on o Identifying opportunities to provide residents with access to STEM related training programs through collaborations with institutions outside its region or through distance education opportunities; o Increasing local awareness of the demand for HWHGHS STEM workers in the sub region; o o Strategies to retain local residents even if they received training outside the sub region; And marketing of HWHGHS STEM employment opportunities to residents of other subregions in tandem with other regional attraction efforts. For the Central sub region: Nine (9) training institutions were included in the analysis for the Central sub region. There are a large number of universities in the region producing many completers each year. However, the employment outlook for the HWHGHS STEM occupations considered in the analysis for this sub region is relatively low compared to other areas, leading to employment surpluses in each industry grouping. The only occupations that show an employment gap are Computer Specialists, All Other, Pharmacists, and Physicians and Surgeons. Opportunities the Central sub region may want to focus its efforts on o Recognizing itself as a producer of HWHGHS STEM workers; o Working closely with economic development organizations to ensure that the subregion can support emerging businesses; o And developing strategies to support business development and expansion to increase HWHGHS STEM employment opportunities. Prepared by Central Pennsylvania Workforce Development Corporation (CPWDC) June 2010

7 Executive Summary For the Southern Alleghenies sub region: A total of 11 training institutions were included in the analysis for the Southern Alleghenies subregion. There is generally a balance between completers and job openings across most HWHGHS STEM occupations in the Business sector. Chief executives are responsible for what appears to be a large surplus, but when you consider the nature of a job that often requires years of experience, you can see how the completer data may not truly reflect the number of completers who find immediate employment in this occupation. Job opportunities in the Computer Science sector also show a balance between completers and openings. A surplus of 25 completers does exist, but these completers may find employment as Computer Systems Analysts, where the only employment gap occurs. An employment gap exists in the Science & Technology sector. Statewide programs, such as Penn State Main campus, could possibly cover the gap. No significant surplus exists in the Medical sector. With each occupation requiring vastly different skills, there are no education programs available for several occupations. The job demand for workers in these jobs will have to be filled by completers from outside the region. Excluding data for Construction Managers, where individuals working in this occupation do not always follow the same path, there are no education programs available for HWHGHS STEM jobs in the Construction sector. Opportunities the Southern Alleghenies sub region may want to focus its efforts on o Managing the balance of completers to employment opportunities to ensure that the Region not only meets immediate needs but is poised to respond to emerging and growth industries. For the South Central sub region: A total of 27 training institutions were included in the analysis for the South Central sub region. There are significant completer surpluses for HWHGHS STEM occupations in the Business sector. Chief Executives require a large breadth of backgrounds and substantial experience; therefore the surplus of completers may not be relevant. Overall the Computer Science sector shows a balance between the number of completers and job openings. There are significant gaps and surpluses for several occupations, but completers who are unable to find employment in one field may be able to fill the gaps. For Science & Technology, the overall situation points to a balance between completers and projected demand; however, several occupations may require specialized education that is lacking in the region. Despite the gaps for engineers, the statewide scenario looks more balanced due to nearby Penn State Main Campus. With the exception of Respiratory Therapists, the Medical sector has employment gaps for each HWHGHS STEM occupation, some of which are substantial. There are no education programs for several occupations in the region. There is a large completer surplus for HWHGHS STEM occupations in the Construction sector, specifically Construction Managers. This could be misleading, considering how the completers have general business degrees and may not necessarily stay in this sector. There are no education programs available for Telecommunications Installers and Repairers. Opportunities the South Central sub region may want to focus its efforts on Prepared by Central Pennsylvania Workforce Development Corporation (CPWDC) June 2010

8 Executive Summary o o Managing the balance of completers to employment opportunities to ensure that the Region not only meets immediate needs but is poised to respond to emerging and growth industries. Continuing to proactively address the growing demand for Medical professionals. The importance of this report is evident for many audiences. Employers could view this data to understand the abundance (or limited supply) of individuals completing training programs in certain occupations that are vital to their companies. Understanding this data can help existing companies expand based on what is revealed in the data. If there is projected to be a large completer surplus for Database Administrators, computer science employers may want to consider expanding to include operations that involve this STEM occupation. An over supply of completers may also attract companies from outside the area, making this a possible tool for economic developers. Conversely, if there are expected to be too many job openings available for the low number of completers, employers may need to consider training incumbent workers, expanding their recruitment area or implementing career ladders to assist individuals in moving along a career path. The idea of training the current workforce to enhance workers skills to gain employment in STEM occupations is not considered in this report. Educators at the postsecondary level looking to modify their current programs should also pay attention to the findings presented in this report. The needs of local employers change constantly depending on many factors (market, economy, available workers), and this report only represents a point in time analysis. However, it does reveal if each sub region is producing more completers than there are job opportunities, or not enough completers. The interaction between sub regions is vital, as graduates from programs in one area may not find employment in that same region. Employment gaps and completer surpluses that are presented in this report may exist locally, but when considering the entire 32 county region perhaps the disparities are reduced. Teachers and guidance counselors can use this report to steer students towards STEM, not necessarily a specific occupation, but classes that concentrate on these particular topics. Knowing that there will be opportunities in several STEM fields, this will help lay the foundation for success as it pushes students to their full potential. Overall, while the 32 county Central STEM Region is large and diverse, it is an area of great compatibility. Where some sub regions are strong in terms of educational availability, others offer great opportunity for employment. None of the sub regions can exist in a vacuum and instead should look at how best to capitalize on the regional strengths and opportunities to ensure that the Region cultivates a STEM culture. Prepared by Central Pennsylvania Workforce Development Corporation (CPWDC) June 2010

9 Central Pennsylvania Sub Regions Report on Employment Gaps and Education Surpluses STEM: Science, Technology, Engineering, and Mathematics Lancaster Workforce Investment Board Central Pennsylvania Workforce Investment Board July 31,

10 Table of Contents Summary... 5 What is S.T.E.M.?... 6 Research Model... 6 Northern Tier Sub Region... 9 Of Central Pennsylvania... 9 Business... 9 Computer Science Science and Technology Medical Construction Central Sub Region Of Central Pennsylvania

11 Business Science and Technology Southern Alleghenies Sub Region Of Central Pennsylvania Business Computer Science Science and Technology Medical Construction South Central Sub Region Of Central Pennsylvania Business Computer Science Science and Technology Medical

12 Construction Completer Surplus

13 Summary The Report on Employment Gaps and Education Surpluses explores the potential for science, technology, engineering, and mathematics (STEM) jobs in the Central Pennsylvania Region. For the purposes of this report, Central Pennsylvania includes 32 counties, divided into four sub-regions: Northern Tier, Central, Southern Alleghenies, and South Central (see ST below). Summary: Table (ST) Northern Tier Central Pennsylvania Sub-Regions Central Southern Alleghenies South Central Bradford Centre Bedford Adams Cameron Clinton Blair Cumberland Clearfield Columbia Cambria Dauphin Elk Lycoming Fulton Franklin McKean Mifflin Huntingdon Juniata Potter Montour Somerset Lancaster Sullivan Northumberland Lebanon Tioga Snyder Perry Union York In the Central Pennsylvania Region, 50 STEM occupations have been identified and each of the sub-regions has been evaluated for their potential STEM employment and education according to five industry sectors: Business, Computer Science, Science and Technology, Medical, and Construction. An employment gap occurs when the number of individuals completing programs for employment is less than the number of employment openings, while an education surplus occurs when the number of individuals completing programs for employment is greater than the number of employment openings. The Northern Tier and Southern Alleghenies sub-regions were found to have employment gaps in the Science and Technology, and Medical sectors, while the South Central sub-region was found to a gap in the Medical sector. Interestingly, the Central sub-region was found to have no employment gaps. The Central sub-region is home to numerous educational facilities, which is likely causing the educational surpluses in this sub-region. What remains to be better understood is the mobility of individuals completing their education (completers) in the Central sub-region. Further research is needed to determine what mobility patterns, if any, exists for Central sub-region completers. 5

14 What is S.T.E.M.? STEM stands for Science, Technology, Engineering, and Mathematics. Jobs requiring STEM skills are usually high paying and in demand nationwide. It is important for a development area to encourage residents to acquire these skills for two reasons; (1) to fill employment gaps already in the region and (2) to remain/become competitive as a workforce and encourage new and growing industries to enter their region. For more information, please visit Research Model In Central Pennsylvania there are approximately 50 STEM jobs that are considered high wage, high skill, and high growth (HWHSHG). The following (RM-1) is the list of the 50 STEM occupations that were found to be HWHSHG, sorted according to SOC code. The occupations selected were required to meet the following criteria: pay $25.00 or more per hour have 100 or more new and replacement jobs openings in the next five years have 20% growth in new and replacement jobs in the next five years Research Model: Table 1 (RM-1) SOC HWHSHG Jobs in Central PA Code Chief Executives Marketing Managers Computer and Information Systems Managers Financial Managers Construction Managers Engineering Managers Medical and Health Services Managers Logisticians Accountants and Auditors Budget Analysts Financial Analysts Personal Financial Advisors Insurance Underwriters Computer Software Engineers, Applications Computer Software Engineers, Systems Software Computer Systems Analysts Database Administrators Network and Computer Systems Administrators Network Systems and Data Communications Analysts Computer Specialists, all other Operations Research Analysts Statisticians 6

15 Research Model: Table 1 (RM-1) SOC HWHSHG Jobs in Central PA Code Architects, Except Landscape And Naval Civil Engineers Electrical Engineers Electronics Engineers, Except Computer Environmental Engineers Industrial Engineers Mechanical Engineers Chemists Clinical, Counseling, and School Psychologists Postsecondary Teachers Dentists, General Pharmacists Physicians And Surgeons Physician Assistants Registered Nurses Physical Therapists Respiratory Therapists Veterinarians Medical And Clinical Laboratory Technologists Dental Hygienists Diagnostic Medical Sonographers Occupational Health and Safety Specialists Detectives And Criminal Investigators Sales Engineers Telecommunications Equipment Installers and Repairers, Except Line Installers Electrical Power Line Installers and Repairers Telecommunications Line Installers and Repairers Power Plant Operators These 50 occupations were the basis for a sub-regional HWHSHG occupational analysis. The sub-regions included in this study are the Northern Tier, Central, Southern Alleghenies, and South Central. These four sub-regions combined result in the 32 counties that make up the Central Pennsylvania STEM Region. However, due to the varying economic conditions, specifically wage rates, across the regions, occupations were identified as HWHSHG in each sub-region based on the following criteria (RM-2) 7

16 Research Model: Table 2 (RM-2) Sub-Regional STEM Methodology Northern Tier Sub-Region Central Sub-Region Southern Alleghenies Sub-Region South Central Sub-Region High Wage at least $15/hour at least $15/hour at least $15/hour at least $25/hour High Skill High Growth High Growth Percentage at least Long-term on-the-job training at least 100 new and replacement jobs over the next five years at least 20% growth in new and replacement jobs over the next five years Based on data provided by Economic Modeling Specialists Incorporated, 2009, an annualized projection was extracted for new and replacement jobs from 2007 to 2012 along with educational/training completers from New and replacement jobs include all openings that will result both from new jobs being created and existing jobs being vacated due to retirement, etc. and filled with new hires. The difference between the number of job openings and the number of completers represents employment gaps or educational/training surpluses. Jobs that have been identified as HWHGHS are then broken down into five industry sectors: Business, Computer Science, Science and Technology, Medical, and Construction. 2 Postsecondary teacher gaps are not included in the following analysis. There are indications of significant gaps in the postsecondary teacher occupations; however, this is not anticipated to be a problem because individuals in this occupation are aware of the relocation and travel expectations of their employment. Of course, more research and analysis is needed to evaluate the circumstances surrounding this occupation. For the purposes of this analysis, the total number of graduates from educational programs was divided evenly between the jobs that might employ those graduates. 3 1 It is difficult to project completers due to the volatile nature of university enrollments. 2 The Medical sector includes Veterinarians due to the similar nature of the work; however the fields are not related. In the Science and Technology sector, Engineering Manager Completers are combined with completers from other engineering programs and divided evenly- there is no Engineering Manager training/educational program in the Central PA region. 3 For example: If accountants, auditors and budget analysts all require an accounting degree, and there are 100 accounting completers in a given region, then each occupation will be considered to have 33 completers. 8

17 Northern Tier Sub Region Of Central Pennsylvania The Northern Tier sub-region is composed of the following counties: Bradford, Cameron, Clearfield, Elk, McKean, Potter, Sullivan, and Tioga Counties. In this sub-region 43 of the 50 HWHGHS jobs are applicable to the model and are further identified in the following tables and graphs (NT-T-1 through NT-T-5 and NT-G-1 through NT-G-5). Business The general outlook for the region shows a surplus of completers for general business degrees, but a gap for accountants/auditors and budget analysts. As accounting requires a specific set of skills that a general business degree usually will not develop, most new jobs in the field will need to come from outside the region. The following institutions are providing the Northern Tier sub-region with the skills needed for the Business sector (NT-T-1). Northern Tier: Table 1 (NT-T-1) Business Completers in the Northern Tier Sub-Region Institution Completers Mansfield University of Pennsylvania 60 Pennsylvania State University- Du Bois 50 University of Pittsburgh- Bradford 36 Du Bois Business College 16 9

18 Computer Science The Computer Science sector has a good balance between completers and job openings. However with such a small surplus (estimated at only 12 completers annually), retention of local graduates should be a priority. The following institutions are providing the Northern Tier subregion with the skills needed for the Computer Science sector (NT-T-2). Science and Technology Northern Tier: Table 2 (NT-T-2) Computer Science Completers in the Northern Tier Sub-Region Institution Completers Du Bois Business College 14 Mansfield University of Pennsylvania 12 University of Pittsburgh- Bradford 10 Pennsylvania State University- Du Bois 1 When looking at the Science and Technology sector, it is evident that there are no completers for engineering in the region. However, nearby Penn State Main Campus and other statewide engineering programs will likely provide a supply to mitigate this gap. The following institutions are providing the Northern Tier sub-region with the skills needed for the Science and Technology sector (NT-T-3). Medical Northern Tier: Table 3 (NT-T-3) Science and Technology Completers in the Northern Tier Sub-Region Institution Completers **University of Pittsburgh- Bradford 3 **Mansfield University of Pennsylvania 2 **these programs are for chemistry The Medical sector in the Northern Tier sub-region shows a gap in every medical field. Furthermore, there is a substantial lack of existing training and educational programs in the region for dental and medical workers. The following institutions are the few providing the Northern Tier sub-region with the skills needed for the Medical sector (NT-T-4). Northern Tier: Table 4 (NT-T-4) Medical Institution Completers *Mansfield University of Pennsylvania 61 *University of Pittsburgh- Bradford 40 **Pennsylvania State University- Du Bois 1 *Mostly registered nursing programs **Medical administration program 10

19 Construction The Construction sector indicates that there are gaps in the Northern Tier, particularly in the telecommunications installation/repair fields. The surplus of construction manager completers is only evident quantitatively, as construction manager completers is shown exclusively as general business degrees. What is more likely is that construction managers would move up a career path within the construction sector and not the business sector. There are no institutions providing training for STEM workers in the Construction Sector. Tables and Graphs The following table and graphs highlight the potential gaps and surpluses that may be seen in the Northern Tier sub-region. Potential gaps result from a greater number of openings than completers, while potential surpluses result from greater number completers than openings. Northern Tier: Table 5 (NT-T-5) Northern Tier Sub-Region Employment Gaps/Surpluses SOC Codes Occupation 2007 Jobs 2012 Jobs Annual Openings 2007 Completions Gaps (-) Surplus (+) Business Accountants and Auditors Budget Analysts Chief Executives Financial Analysts Financial Managers Insurance Underwriters Logisticians Marketing Managers Personal Financial Advisors Sales Engineers Total 1,370 1, Computer Science Computer and Information Systems Managers

20 Northern Tier: Table 5 (NT-T-5) Northern Tier Sub-Region Employment Gaps/Surpluses SOC Codes Occupation Computer Software Engineers, Applications Computer Software Engineers, Systems Software 2007 Jobs 2012 Jobs Annual Openings 2007 Completions Gaps (-) Surplus (+) Computer Specialists, All Other Computer System Analysts Database Administrators Network and Computer Systems Administrators Network Systems and Data Communications Analysts Total Science and Technology Civil Engineers Chemists Electrical Engineers Electronics Engineers, Except Computer Engineering Managers Environmental Engineers Industrial Engineers Mechanical Engineers Power Plant Operators Total Medical Dental Hygienists

21 Northern Tier: Table 5 (NT-T-5) Northern Tier Sub-Region Employment Gaps/Surpluses SOC Codes Occupation 2007 Jobs 2012 Jobs Annual Openings 2007 Completions Gaps (-) Surplus (+) Dentists, General Diagnostic Medical Sonographers Medical and Clinical Laboratory Technologists Medical and Health Services Managers Pharmacists Physical Therapists Physician Assistants Physicians and Surgeons Registered Nurses 2,496 2, Respiratory Therapists Veterinarians Total 4,085 4, Construction Construction Managers Electrical Power-Line Installers and Repairers Telecommunications Equipment Installer and Repairers, except Line Installers Telecommunications Line Installers and Repairers Total

22 Northern Tier: Graph 1 (NT-G-1) 14

23 Northern Tier: Graph 2 (NT-G-2) 15

24 Northern Tier: Graph 3 (NT-G-3) 16

25 Northern Tier: Graph 4 (NT-G-4) 17

26 Northern Tier: Graph 5 (NT-G-5) 18

27 Central Sub Region Of Central Pennsylvania The Central sub-region is composed of the following counties: Centre, Clinton, Columbia, Lycoming, Mifflin, Montour, Northumberland, Snyder, and Union Counties. In the Central subregion 16 of the 50 HWHGHS jobs are applicable to the model and are further identified in the following tables and graphs (C-T-1 through C-T-5 and C-G-1 through C-G-5). The Central sub-region is unique in that it has a small demand for employees in the region, but a substantial number of universities. The only exceptions to this surplus pattern are the Pharmacists occupation and Physicians and Surgeons occupation. As other sub-regions are trying to fill employment gaps, it may be in the Central sub-region s interests to attempt to attract employers rather than focusing on training residents. It may also be the case that local residents do not make up a large portion of attendance at the many of the universities in the Central sub-region. Business The following institutions are providing the Central sub-region with the skills needed for the Business sector (C-T-1). 19

28 Computer Science Central: Table 1 (C T-1) Business Completers in the Central Sub Region Institution Completers Pennsylvania State University- Main Campus 305 Bloomsburg University of Pennsylvania 45 Bucknell University 44 Susquehanna University 22 Lock Haven University of Pennsylvania 20 South Hills School of Business and Technology 19 Lycoming College 9 Pennsylvania College of Technology 7 The following institutions are providing the Central sub-region with the skills needed for the Computer Science sector (C-T-2). Central: Table 2 Science and Technology (C T-2) Computer Science Completers in the Central Sub Region Institution Completers Pennsylvania State University- Main Campus 180 Pennsylvania College of Technology 121 South Hills School of Business and Technology 79 Bucknell University 27 Bloomsburg University of Pennsylvania 24 Susquehanna University 9 Lock Haven University of Pennsylvania 7 Lycoming College 2 The following institutions are providing the Central sub-region with the skills needed for the Science and Technology sector (C-T-3). Medical Central: Table 3 (C-T-3) Science and Technology Completers in the Central Sub Region Institution Completers Pennsylvania State University- Main Campus 412 Bucknell University 43 The following institutions are providing the Central sub-region with the skills needed for the Medical sector (C-T-4). 20

29 Central: Table 4 (C-T-4) Medical Completers in the Central Sub Region Institution Completers Pennsylvania State University- Main Campus 379 Pennsylvania College of Technology 172 Bloomsburg University of Pennsylvania 64 Central Susquehanna Intermediate Unit LPN Career 57 Lock Haven University of Pennsylvania 32 Susquehanna University 1 Construction Based on the criteria utilized in this analysis, the Construction sector does not appear to have quantifiable demand in the Central sub-region. Tables and Graphs The following table and graphs highlight the potential gaps and surpluses that may be seen in the Central sub-region. Potential gaps result from a greater number of openings than completers, while potential surpluses result from greater number completers than openings. Central: Table 5 (C-T-5) Central Sub-Region Employment Gaps/Surplus SOC Codes Occupation 2007 Jobs 2012 Jobs Annual Openings 2007 Completions Gaps (-) Surplus (+) Business Accountants and Auditors 1,508 1, Chief Executives ,640 1,620 Total 1,954 2, ,111 2,008 Computer Science Computer Software Engineers, Applications Computer Software Engineers, Systems Software Computer System Analysts Network and Computer Systems Administrators

30 Central: Table 5 (C-T-5) Central Sub-Region Employment Gaps/Surplus SOC Codes Occupation Network Systems and Data Communications Analysts 2007 Jobs 2012 Jobs Annual Openings 2007 Completions Gaps (-) Surplus (+) Computer Specialists, All Other Total 2,271 2, Science and Technology Civil Engineers Environmental Engineers Industrial Engineers Total 1,235 1, Medical Dental Hygienists Medical and Health Services Managers Pharmacists Physicians and Surgeons 958 1, Registered Nurses 5,465 6, Total 7,830 8,

31 Central: Graph 1 (C-G-1) 23

32 Central: Graph 2 (C-G-2) 24

33 Central: Graph 3 (C-G-3) 25

34 Central: Graph 4 (C-G-4) 26

35 Southern Alleghenies Sub Region Of Central Pennsylvania The Southern Alleghenies sub-region consists of Cambria, Blair, Huntingdon, Somerset, Bedford, and Fulton Counties. In the Southern Alleghenies region 41 of the 50 HWHGHS are applicable to the model and are further identified in the following tables and graphs (Table SA-T-1 through SA-T-6 and Graph SA-G-1 through SA-G-5). Business Job opportunities in the Business sector show a solid balance between completers and job openings into Accountants, Auditors and Budget Analysts all require the same accounting background. Although the surplus for Budget Analysts appears to be large, when the three jobs are added together the total surplus shrinks to about 20.** Insurance Underwriters, Logisticians, Sales Engineers and Market Research Analysts do not have specific programs in the Southern Allegheny sub-region; however a general business background may be sufficient when combined with on-the-job training.** Although marketing is considered a part of business, the majority of marketing graduates will be unable to find employment in their field in the Southern Allegheny sub-region.** The Chief Executive occupation is a job with a vague educational background and requires ample experience in a given field; therefore, completers information does not really apply.** The following institutions are providing the Southern Alleghenies sub-region with the skills needed for the Business sector (SA-T-1). 27

36 Southern Alleghenies: Table 1 (SA-T-1) Business Completers in the Southern Alleghenies Sub Region Institution Completers University of Pittsburgh- Johnstown 123 Pennsylvania State University- Altoona 72 Saint Francis University 65 Juniata College 43 Mount Aloysius College 40 Pennsylvania Highlands Community College 20 Commonwealth Technical Institute 18 Du Bois Business College 9 Computer Science Job opportunities in the Computer Science sector also show a balance between completers and openings into The following institutions are providing the Southern Alleghenies sub-region with the skills needed for the Computer Science sector (SA-T-2). Science and Technology Southern Alleghenies: Table 2 (SA-T-2) Computer Science Completers in the Southern Alleghenies Sub Region Institution Completers YTI Career Institute 27 Saint Francis University 23 University of Pittsburgh- Johnstown 17 Pennsylvania Highlands Community College 17 Juniata College 9 Mount Aloysius College 6 In the Southern Alleghenies sub-region there exists a large employment gap in the Science and Technology sector; however, Penn State Main Campus has an extensive engineering program. When combined with other programs in the state, it is likely that the gap is quantitative, while qualitative information suggests otherwise. Penn State Altoona has an electrical engineering program in the sub-region, which represents a large surplus of completers. Currently, all other engineering employment gaps must be filled by out-of-region sources. Between 50 and 55 engineers in the civil, environmental, industrial, and mechanical fields are needed by Most statewide programs, such as Penn State Main campus, should cover the gap. The following institutions are providing the Southern Allegheny sub-region with the skills needed for the Science and Technology sector (SA-T-3). 28

37 Southern Alleghenies: Table 3 (SA-T-3) Science and Technology Completers in the Southern Alleghenies Sub Region Institution Completers Pennsylvania State University- Altoona 24 Juniata College 18 Saint Francis University 6 University of Pittsburgh- Johnstown 6 Medical In the Southern Alleghenies sub-region the Medical sector requires vastly different skills for each job. Therefore there is no general outlook. Dental Hygienists, Dentists, Sonographers, Pharmacists, Physicians and Surgeons require the entire labor force to be imported from outside the region. Registered Nursing programs are available but a small employment gap will continue to persist into No significant surplus exists in the Medical sector within the Southern Alleghenies sub-region. The following institutions are providing the Southern Alleghenies sub-region with the skills needed for the Medical sector (SA-T-4). Construction Southern Alleghenies: Table 4 (SA-T-4) Medical Completers in the Southern Alleghenies Sub Region Institution Completers Pennsylvania Highlands Community College 28 Mount Aloysius College 148 Saint Francis University 43 Altoona Area Vocational Technical School 13 Conemaugh Valley Memorial Hospital 65 Pennsylvania State University- Altoona 35 University of Pittsburgh- Johnstown 13 Construction Managers have a large breadth of possible backgrounds. The general education listed in the report is not an adequate depiction of the real situation. Telecommunication Installers and Repairers have a moderate projected growth through 2012; however, there are no educational/training opportunities available in the Southern Alleghenies sub-region. The following institutions are providing the Southern Alleghenies sub-region with the skills needed for the Construction sector (SA-T-5). Southern Alleghenies: Table 5 (SA-T-5) Construction Completers in the Southern Alleghenies Sub Region Institution Completers University of Pittsburgh- Johnstown 123 Pennsylvania State University- Altoona 72 29

38 Mount Aloysius College 31 Saint Francis University 21 Pennsylvania Highlands Community College 20 Juniata College 16 Du Bois Business College 9 Commonwealth Technical Institute 3 Saint Francis University 1 Tables and Graphs The following table and graphs highlight the potential gaps and surpluses that may be seen in the Southern Allegheny sub-region. Potential gaps result from a greater number of openings than completers, while potential surpluses result from a greater number completers than openings. Southern Alleghenies: Table 6 (SA-T-6) Southern Alleghenies Sub-Region Employment Gaps/Surplus SOC Codes Occupation 2007 Jobs 2012 Jobs Annual Openings 2007 Completions Gaps (-) Surplus (+) Business Accountants and Auditors 982 1, Budget Analysts Chief Executives Financial Analysts Financial Managers Insurance Underwriters Logisticians Market Research Analysts Marketing Managers Personal Financial Advisors Sales Engineers Total 2,470 2,