Connecticut Ranks #16, Above National Average in Online Job Ads for College Graduates

Connecticut ranks as the 16^th best online college labor market in the U.S., according to data compiled by the Georgetown University Center on Education and the Workforce.  In Connecticut, 53 percent of online job ads seek college graduates.  That translates to 28,700 online job ads, and places Connecticut – just barely – in the top tier of the states. Massachusetts provides college graduates with the best odds of landing a job, according to the national survey. Using online job ads, the report provides information about where the jobs are for college graduates for each of the 50 states to help students, educators, and policymakers make better decisions.

The report ranks the states by how many job openings there are per college-educated worker overall and within industries and career fields. College graduates seeking work in science, technology, engineering, and mathematics (STEM) careers, for example, have the best odds in Delaware, Massachusetts, and New York.  Connecticut is in the middle of the pack.

Nationwide, between 60 and 70 percent of job openings are advertised online, and even though only 35 percent of workers have college degrees, nearly half of online job ads cater to college graduates.  The top five best online markets for college graduates are Massachusetts, Delaware, Washington, Colorado, and Alaska.

The survey found that in Connecticut:

• 36% of online job adds for college graduates are for managerial and professional office occupations
• 22% of online job ads are in the consulting and business services sector
• The fastest growing occupational cluster for college graduates is in food and personal service, growing by 73 percent between the 1^st quarter of 2010 and 2^nd quarter of 2013
• The fastest growing industry sector of college graduates is construction, with a 92 percent increase in employment between the 1^st quarter of 2010 and 2^nd quarter of 2013

The top occupational groups reflected in the online job ads were 1) computer occupations, 2) software developers, 3) sales representatives,4) accountants and auditors, 5) registered nurses, 6) managers, 7) financial managers, 8) financial analysts, 9) computer system analysts and 10) medical and health services managers.

The distribution of online college job ads by occupational cluster shows that the largest percentage (24%) are in managerial and professional office occupations, followed by sales and office support (23%), STEM fields of science, technology, engineering and math (15%) and blue collar jobs (9%).

Connecticut employers with the largest online recruiting presence were General Electric Company, United Technologies Corporation, Yale-New Haven Health System, Yale University, Cigna Corporation, UnitedHealth Group, Travelers Insurance, Deloitte Development, The Hartford Financial Group, and Hartford Healthcare.

Across the country, college-educated workers will have the best odds of finding a job in STEM, managerial and professional office, and healthcare professional and technical occupations. The jobs of the new economy are prevalent for college graduates across the 50 states. Employers in information services, consulting and business services and financial services sectors post the most online job ads per college-educated worker.

The Georgetown University Center on Education and the Workplace is affiliated with the McCourt School of Public Policy.  The study was done by Anthony Carnevale, Tamara Jayasundera, Dmitrirepnikov and Artem Gulish.

“The promise of this information is the ability to connect real people with real jobs in real time,” said Anthony P. Carnevale, the report’s lead author and director of the Center. “By combining information on online job ads with traditional employment data we are able to get a more complete picture of job opportunities available to college graduates in each state,” said Tamara Jayasundera, the report’s co-author.

In Massachusetts, 63 percent of job openings are for college graduates, while in West Virginia, only 36 percent of job openings are for college graduates.

Weston High, Hotchkiss School Are Top High Schools in CT

Three Connecticut public high schools are ranked in the top 100 in the nation - Weston High School at #84 and New Canaan High School at #85, Staples High School in Westport at #94.  The rankings, compiled by the website Niche, focused on the overall student experience at the schools in developing the list.  Academics, health and safety, teachers, and student culture and diversity were aspects of the analysis. The top 15 public high schools in the state were Weston High School, New Canaan High School, Staples High School (Westport), Darien High School, Simsbury High School, Ridgefield High School, Wilton High School, Greenwich High School, Glastonbury High School, Amity Regional High School (Woodbridge), Conard High School (West Hartford), Farmington High School, Cheshire High School, Joel Barlow High School (Redding) and Daniel Hand High School (Madison).

Weston High School was named a National Blue Ribbon School for excellence in education by the U.S. Department of Education in 2013.  The school’s “greatest strength is the level of personalization that students receive during their four-year experience,” the Blue Ribbon citation indicated.

The Hotchkiss School in Lakeville is ranked as the top private school in Connecticut, and reached the top ten in the nation, at number seven.  It is the only Connecticut private school in the top 25.  The other Connecticut private schools in the top 50 nationally are Choate Rosemary Hall at #30 and Hopkins School in New Haven at #43. An independent boarding school founded in 1891, Hotchkiss School provides "an education of unsurpassed quality" to 600 students in grades 9 through 12, according  to the school website, which indicates that students come from across the United States and 34 foreign countries.

A high ranking in Overall Experience generally indicates that:

• Students are very happy with their experiences in all aspects, including academics, teachers, health, safety, resources, facilities, extracurriculars, sports, and fitness;
• The school is an exceptional academic institution in terms of teachers, students, resources for learning, and student outcomes;
• The school is made up of a diverse population and fosters an accepting, positive school culture;
• Students are actively involved in a variety of extracurriculars and sports the school offers.

The Best Public High Schools ranking provides what Niche describes as “a comprehensive assessment of the overall experience at public high schools in all 50 states, the District of Columbia, and Puerto Rico. It uses data sourced from various government and public data sets, Niche’s own proprietary data, and 4,625,227 opinion-based survey responses across a variety of topics from 287,560 current students, recent alumni, and parents.”

Factors considered in the analysis include:

• Academics, which incorporates statistics and student, alumni, and parent surveys regarding academics at the school.
• Health & Safety, which incorporates statistics and student, alumni, and parent surveys regarding health and safety at the school. R
• Student Culture & Diversity, which incorporates statistics and student, alumni, and parent surveys regarding culture and diversity at the school.
• Survey Responses, which consist of parent and student opinions about the overall experience at the high school they currently or recently attend(ed).
• Teachers, which incorporates statistics and student, alumni, and parent surveys regarding teachers at the school.
• Resources & Facilities, which incorporates statistics and student, alumni, and parent surveys regarding resources and facilities at the school.
• Extracurriculars & Activities, which incorporates statistics and student, alumni, and parent surveys regarding clubs and activities at the school.
• Sports & Fitness, which incorporates statistics and student, alumni, and parent surveys regarding athletics and general fitness at the school.

Among private schools in Connecticut, according to the website analysis, the leaders are The Hotchkiss School in Lakeville, Choate Rosemary Hall in Wallingford, Hopkins School in New Haven, The Taft School in Watertown, Brunswick School in Greenwich, Greenwich Academy in Greenwich, Kent School in Kent, King Low Heywood Thomas School in Stamford, Greens Farms Academy in Westport and The Master’s School in West Simsbury.

According to the analysis, a high ranking indicates that “the school is an exceptional academic institution with a diverse set of high-achieving students who rate their experience very highly.”

The next ten private schools in the rankings are Westminster School in Simsbury, The Cheshire Academy, Miss Porter’s School in Farmington, Williams School in New London, The Loomis Chaffee School in Windsor, Canterbury School in New Milford, Marianapolis Preparatory School in Thompson, Kingswood-Oxford School in West Hartford, Avon Old Farms School  and Westover School in Middlebury.

Niche, based in Pittsburgh, was founded in 2002 by Carnegie Mellon University students as CollegeProwler.com, and has since “grown into one of the largest content startups in the country,” according to the company’s website.

Digital Citizenship Summit will Bring State, National Tech Experts to Connecticut

Connecticut will be the center of the digital universe this fall, when the University of Saint Joseph (USJ) in West Hartford hosts a Digital Citizenship Summit, bringing local and national experts together to explore the good, the bad and the ugly about the pervasive and ubiquitous use of technology in our personal and professional lives. The term “digital citizenship” describes appropriate, responsible tech and Internet use. Similar to the rights and responsibilities involved in being a citizen, there are legal and ethical obligations with being a digital citizen, organizers explain.

The aim of the Digital Citizenship Summit, to be held on October 3, is to create positive, practical solutions along with amplifying the overall message of improving tech usage. Topics for the all-day Summit include digital literacy, etiquette, wellness, security, and law.

“We believe that digital citizenship deserves its own space for educational, non-profit, and industry leaders to focus on solutions and push new ideas forward focused on positive, practical solutions to improve our use of technology and the Internet. The Digital Citizenship Summit aims to bring together the various silos of thought and activity across the country in order to create a stronger, more unified message for better tech usage,” organizers said.

This inaugural event is being sponsored by the University of Saint Joseph’s School of Education, Office of Student Affairs and Office of Informational Technology and will engage students, teachers, parents, administrators and policy makers in a dynamic conversation focused on digital citizenship.  It comes in the first semester of the administration of incoming university President Rhona Free, who takes office July 1.  Free is a past national Professor of the Year as selected by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE).

Plans are for the Summit to include a panel discussion, breakaway sessions, a keynote talk TED-style, and a social event to “connect with all the fascinating big thinkers across the country who are pivotal in shaping digital citizenship.”

Among the speakers will be:

• Alan Katzman is Founder of Social Assurity, the leading youth social media advisory service in the country. They work with students and families on customized social media training to maximize the students’ opportunities and use of social media to their advantage.  He is an entrepreneur and former attorney with an expertise in law, technology and software, compliance, human resources and investigations.
• Mike Ribble: Known as the godfather of digital citizenship, Kansas-based Ribble is an international speaker, researcher and author of the books Digital Citizenship in Schools (soon to be in its 3rd edition) and Raising a Digital Child. He has worked within the education field his entire career, including as a science educator, an assistant principal at the high school level, and adjunct faculty at the college level.
• Jennifer Scheffer: Mobile Learning Coach and Instructional Technology Specialist at Burlington, MA Public Schools, she is a dynamic and energetic teacher leader with over a decade of experience teaching project-based computer technology, marketing, and business management courses. She coaches students on how to leverage social media tools to showcase their talents, create a positive online presence, and build their professional network.
• Sarah Thomas is a Google Certified Teacher and Edmodo Certified Teacher, as well as a leader of the Washington, DC Google Educator Group and founder of the EduMatch project. She is the Technology Liaison at John Hanson French Immersion School in Oxon Hill, MD and teaches Technology Integration and English Language Arts at the middle school level.  She is a recipient of the 2014 Digital Innovation in Learning Award and was named by the National School Board Association as one of the “20 to Watch” in 2015.

The organizing committee for the Summit includes:

• David Ryan Polgar, a frequent speaker and respected tech commentator whose ideas and thoughts concerning digital citizenship have been featured in publications including The Boston Globe, Financial Times, Sydney Morning Herald, US News & World Report, and Forbes. With a background as an attorney and college professor, he examines the use of technology from an ethical, legal, and emotional perspective.
• Marlialice B.F.X. Currran, an Associate Professor at USJ, focuses on digital citizenship and social media in K-12 teacher education. A former middle school teacher, principal and an advocate for young adolescents, Curran was named one of the Top 10 Digital Citizenship bloggers by Common Sense Media in 2014.
• JoAnn Freiberg is an Educational Consultant with the Connecticut State Department of Education, responsible for managing bullying, improving school climate and character education, and has taught at numerous colleges in Connecticut and currently is Co-Chair of the National School Climate Council.

Often referred to as a Tech Ethicist, Polgar has become a respected and unique voice in the digcit community. He is a contributing writer with the Family Online Safety Institute, iKeepSafe, and The Good Men Project, along with appearing regularly on television to discuss issues such as tech balance, cyber ethics, and tech etiquette.  He has delivered two TEDx talks on digital technology.

In describing Dr. Curran, Common Sense Media said “she is a long-time proponent of responsible online behavior, and encourages her undergraduate and graduate students to learn and explore what it means to be socially responsible both face to face and online, how teaching empathy is the most important 21st century skill and how social media can change teaching and learning in PK-12 classrooms.” Dr. Curran and Tracy Mercier co-founded the digital citizenship #digcit chat on Twitter in 2011. The first chat was inspired as a result of a digital citizenship course at USJ.

Registration for the Summit will be available later this spring, along with additional details regarding the agenda and program, at the website www.digcitsummit.com.

Photo: Marlialice B.F.X.Curran,  David Ryan Polgar,  JoAnn Freiberg. 

Clueless: Many College Students Don’t Understand How Much Debt They’re Accumulating

With much public attention focused on the increasing costs of college education and the ever-growing levels of student loan debt saddling graduates of higher education institutions, recent research into what students understand – or don’t understand - about their debt is raising some concern. A significant share of undergraduate college students, it turns out, do not realize how much they are paying for college or how much debt they are taking on to do so.  That is the conclusion of a study of college students’ awareness of their level of debt as they accumulate various loans to pay for their higher education.

The report, by Brookings Institution, found that “about half of all first-year students in the U.S. seriously underestimate how much student debt they have, and less than one-third provide an accurate estimate within a reasonable margin of error.”

Surprisingly, among students with federal loans, 28 percent reported having no federal debt and 14 percent said they didn’t have any student debt at all, the researchers found. “Enrolled college students,” the report says, “do not have a firm grasp on their financial positions, including both the price they are paying for matriculation and the debt they are accruing.”

Improving the college search process by making college costs more transparent to potential students and their families has been a primary focus of recent higher education policy efforts, the Brookings report points out. “But the importance of this information does not end at the university gates,” the report states.

In the analysis, study authors Elizabeth Akers and Matthew Chingos of the Brown Center on Education Policy at Brookings find that:

• Only a bare majority of respondents (52 percent) at a selective public university were able to correctly identify (within a $5,000 range) what they paid for their first year of college. The remaining students underestimate (25 percent), overestimate (17 percent), or say they don't know (seven percent).
• About half of all first-year students in the U.S. (based on nationally representative data) seriously underestimate how much student debt they have, and less than one-third provide an accurate estimate within a reasonable margin of error. The remaining quarter of students overestimate their level of federal debt.
• Among all first-year students with federal loans, 28 percent reported having no federal debt and 14 percent said they didn’t have any student debt at all.

The report suggests that without a solid understanding of the financial situation, “it’s unlikely that students will be able to make savvy decisions regarding enrollment, major selection, persistence, and employment. Without knowledge of their financial circumstances, a student with a large sum of debt might be unprepared to compete for the jobs that would pay generously enough to allow them to repay their debt without having to enter an income-based repayment program.”

The report also concludes by noting that “many students look back on their educational experiences with some regret about the financial circumstances. Some wish they had not gone to college in the first place, while others wish they had borrowed less or earned a different degree. The lack of literacy about the personal finances of college going is almost certainly leading some students into decisions that they later come to regret. The problem with the lack of financial savvy among enrolled college students is that the consequences of their decisions come as a surprise to them once it’s too late.”

The Brookings Institution is a private nonprofit organization devoted to independent research and innovative policy solutions.  The mission of the Brown Center on Education Policy at Brookings is to bring rigorous empirical analysis to bear on education policy in the United States. The primary activities of the Brown Center are based on quantitative social science, and are responsive to the immediate interests and needs of those who participate in policymaking.

Major New Academic, Residence Facilities Opening At State University Campuses

Years in the making, a number of major new facilities are in the midst of coming on  line at Connecticut's four state universities - Central, Eastern, Southern and Western - that are part of the Connecticut State Colleges & Universities (CSCU) system administered by the Board of Regents for Higher Education.  The facilities include a library, residence hall, classroom building, performing arts instructional centers, and a science and laboratory building, among other new and renovated facilities. At Southern Connecticut State University in New Haven, students now have a first-rate, 21st century library in which to study, conduct research and meet with their friends and classmates, the university announced this week. A ribbon-cutting ceremony to mark the opening of the “new” Buley Library was held April 20. The event marked the completion of the $31 million project that renovated the original wing of the building. A 12,000-square-foot area that will serve as an atrium has been added to the older 98,000-square-foot wing as part of the project. When combined with the 135,000-square-foot addition that was completed in 2008, the library now encompasses 245,000 square feet.

“This truly is an exciting and energizing time for Southern because we are gaining the physical resources to prepare our students for success in the 21st century knowledge-based economy,” said SCSU President Mary A. Papazian. “The students already have claimed this library as their own.”

Among the other amenities in the four-story complex is a “learning commons”-- an area on the first floor that includes a computer lab, lounge seating, email stations, a reference help desk and an IT help desk. The library houses space for media collections and special collections, on the ground floor. Three classrooms, two computer teaching labs, a seminar room and a conference room also are part of the new Buley.  In addition, a cyber café and a Student Success Center that includes tutoring rooms, a computer lab and conference space are scheduled to open in the fall.

At Central Connecticut State University in New Britain, there is a Fall 2015 target date for completion of a new on-campus residence hall and food services dining facility. That will follow by just two years the opening of a major new classroom building on the CCSU campus.  The four-story academic building houses classes and faculty offices for the sociology, history, anthropology, geography and political science departments, according to university officials.  It includes 17 classrooms, five seminar rooms, seven labs and 71 offices for faculty and administrators.  Now completing construction at the corner of Harold Lewis Drive and Ella Grasso Boulevard, the new $82.3 million, eight-story 220,000 square foot residence hall "will keep CCSU in the vanguard of higher education in operations and facilities," points out CCSU President Jack Miller, noting its ideal fit into the university's strategic plan for the recruitment and retention of new students.

Opening this fall on the campus of Eastern Connecticut State University in Willimantic is a Fine Arts Instructional Center - a 118,000 square foot building that will contain three main performance venues; an auditorium; a procenium theater and a black box theater.    In addition to the performance spaces there will be instructional labs and other spaces in support of the Performing Arts Department.   There will be design studios for the Visual Arts Department including Printmaking, Sculpture, Painting and Drawing. The building will also have three general purpose classrooms and a gallery.  Construction  has been underway for the past two years.

The new residence hall at CCSU will be the school’s tenth, and the largest on any of the four Connecticut state university campuses, according to CCSU officials. Features include over 600 beds, a 2,000 square foot fitness facility, a kitchenette on each floor, a large kitchen and living room on the main floor, and will house approximately 150 suite-style rooms, each with a living room and bathroom shared by four students. Each floor will also have a computer room, a game room and group study rooms and alcoves for one-on-one studying and socializing.  Construction is also scheduled to begin soon on a new food services dining facility located near the north end of campus near the existing residence halls.  The planned $10.3 million, 22,000 square ft. food services dining facility will include areas for food preparation, serving, and accommodate dining for approximately 1,200 residents.

Renovations are also underway at Willard and DiLoreto Halls at CCSU, among the oldest academic buildings on campus. The $61,085,000 project calls for both of the academic buildings to be completely renovated, including the development of a new main entrance with elevators, bathroom facilities, and additional offices and classroom space, along with new heating, ventilation and air conditioning systems, with the interiors of the buildings also receiving enhanced lighting, computer technology and classroom/office upgrades.

Last September, Western Connecticut State University opened its new Visual and Performing Arts Center. Students, faculty and staff were on hand to “put the building through its paces” in a multitude of spaces, including the Concert Hall, Studio Theatre, Art Gallery, Painting Studio, Recording Studio, Scene Shop, Dressing Rooms, Sculpture Studio, and M.F.A. Studios. Since the gala opening, the new facility has enhanced the artistic and academic experience for students, faculty, staff and patrons - and received positive notice in regional and national publications.

At 130,000 square feet, this uniquely designed facility is divided into three distinct wings: Theatre Arts, Music and Visual Arts, all connecting together. Students taking courses in the art wing benefit from light shining through double-height, northern-exposed windows in the spacious painting and sculpture studios. They work in photography and graphic design studios equipped with both the latest computer technology and the legacy technology of traditional film development.Two theater rehearsal studios, both equipped with audio/visual technology and sprung dance floors complement the university’s increasingly popular musical theater program. Dressing rooms, practice rooms and individual Master of Fine Arts in Visual Arts studios are all incorporated into the spaces, designed for students so they may experience a professional-quality arts education.

The next major opening among the CSCU institutions will likely be a Science and Laboratory Building at Southern Connecticut, due later this year.  Southern's ongoing expansion of its science programs will be greatly enhanced with the construction of a 103,608-square-foot, four-level academic and laboratory science building. Situated adjacent to Jennings Hall, the current home for the sciences, the new building will enhance the ongoing expansion of Southern’s science programs and the university’s capacity to educate more students in the STEM disciplines – science, technology, engineering and mathematics.

According to Southern's website description, the building will be configured in the shape of an “L,” the new building will work in concert with two pre-existing science buildings — Jennings and Morrill halls — to enclose a new “science enclave.” Bedecked with scientific displays and instrumentation visible from within and outside the building, the new center will house teaching and research training laboratories for nanotechnology, physics and optics, the earth sciences, the environmental sciences, cancer research, astronomy, molecular biology and chemistry.  The building’s two wings will be connected at each of its four floors by an alluring connector windowed along its southern exposure and encircling the newly formed science enclave outside. It is along the glass-enclosed path that built-in displays of optical phenomena, the natural environment, nanotechnology, geological formations, biological specimens, and astronomical observations will be interspersed among sun-filled lounges, all to advance interaction among the different scientific disciplines housed within.

https://youtu.be/Gb-22XsNVGg

https://youtu.be/irCxZNZk9Rg

Museum Store Association Brings National Conference to Hartford; Wadsworth Atheneum Is Award Finalist

The Wadsworth Atheneum’s Museum Store is one of five nominees for the 2015 Museum Store Association (MSA) Visual Merchandising award, which recognizes excellence in visual merchandising by a museum institution. The award will be given on Sunday, April 19 in Hartford – on the final day of the Museum Store Association’s national conference, being held this weekend at the Connecticut Convention Center. Nominations were evaluated based on creative use of resources, collaboration and how well the display extends the museum experience.  The other finalists are the Columbia River Maritime Museum, Fine Arts Museums of San Francisco, Eastern National and Virginia Museum of Fine Art.

The 2015 MSA Retail Conference & Expo, organizers point out, is designed to help nonprofit retail professionals succeed by offering dynamic learning sessions and opportunities to connect with select MSA vendors who offer products matched with the museum store industry.

In Hartford for the annual conference are approximately 300 museum store professionals and more than 200 select vendors who offer products and services for nonprofit and independent retailers. When the conference location in Hartford was announced 15 months ago, it was expected to bring in 900 participants downtown utilizing an estimated 1,130 room nights, according to organizers.

Learning sessions throughout the conference are presented by “the leading thinkers in nonprofit retailing who share the knowledge you need to run your store, meet the needs of management, make the most out of challenges, be a leader and through retailing contribute to your institution’s brand and extend the experience of your visitors.”

It is the first time the national conference is being hosted in Hartford.  In recent years host cities have been Houston, Los Angeles, New Orleans and Chicago.  The national meeting also includes a “retail boot camp” and a tour of the Mark Twain House and Harriet Beecher Stowe House in Hartford.

The outstanding line-up of speakers includes Roderick Buchanan, the director of buying and retail sales at the British Museum Company, where he has overseen the redevelopment of the stores, products and customer service culture and increased profits four-fold since 2008.  Buchanan will deliver the conference opening keynote on Saturday morning.  The closing keynote speaker on Sunday will be Dick Durrance, described as one of the most versatile photographers of his generation. His well-known portfolio includes images from Vietnam combat, National Geographic stories, global advertising campaigns, National Parks and the world’s great golf courses.

Sessions for industry attendees include Open To Buy Workshop, Retail Boot Camp, 7 Habits of Highly Effective Retailers, Sales Guaranteed: The Only Four Things You Need to Know to Improve Museum Store Sales, Perspectives On Fair Trade, 29 Tech Tools to Create Cool Content for Social Media, Looking at Business Through Your Customers’ Eyes and eCommerce A to Z: Selling the Museum Experience Online.

In addition to the Wadsworth Atheneum, other MSA member institutions in the area include the Connecticut Historical Society Museum & Library, Harriet Beecher Stowe House, New Britain Museum of American Art and Friends of Dinosaur State Park and Arboretum. Manager of the Museum Shop at the Wadsworth Atheneum Museum of Art, Stacey Stachow, is immediate past MSA Board President.

“Retailers often find themselves doing a balancing act every day, performing a variety of functions and responsibilities,” said Jama Rice, MSA Executive Director/CEO. “They balance inventory control, staffing, merchandising, displays, financial management, marketing and even event planning, and at the same time they must stay apprised of all that’s happening at their institutions and stores. The 2015 Conference & Expo will provide tools to help balance the balancing act.”

Now in its 60th year, the Museum Store Association is a nonprofit, international association dedicated to advancing the success of nonprofit retail professionals in extending the brand and contributing to the bottom lines of their institutions. MSA serves over 1,500 members in the U.S., Canada, Mexico, Asia and Europe.

Meriden Superintendent Benigni Named One of 16 Leaders to Learn From in Education

Each year, the national publication Education Week shines a spotlight on some of the nation’s most outstanding school district leaders in its Leaders To Learn From special report. The 2015 group of 16  exceptional district-level leaders who are tackling some of the most pressing challenges in K-12 education includes Meriden Superintendent of Schools Mark Benigni, the only Connecticut education leader chosen. The 16 educators were selected because their work is highlighted by “ideas and strategies that are yielding strong results that can be borrowed, adapted, and put to successful use in other school systems,” according to the publication.

In Meriden, students at Casimir Pulaski, John Barry, and Roger Sherman elementary schools receive an additional 100 minutes of instruction each day with technical and financial support from a public-private partnership known as the TIME Collaborative.

Led by the National Center on Time & Learning and backed by the Ford Foundation, the initiative has brought expanded learning time to schools in 16 districts across five states – Connecticut, Colorado, Massachusetts, New York, and Tennessee.  In Connecticut, Meriden has been involved with the initiative since 2012.

“It’s not just getting more time for the sake of time.  It’s getting that time to do the enrichment activities that we know our students love and enjoy.  That’s what school should be about – exciting and inspiring kids,“ Benigni said.  “And the results have been tremendous.”  He cites “improved attendance, improved academics, improved feelings about the school climate and culture, but most importantly we have happy kids.”

In selecting Benigni, Education Week noted that “as a city councilor, mayor, and now, a local schools chief, Mark D. Benigni has had one constant priority in his career: expanding educational opportunities for children in his hometown of Meriden.”

As superintendent of the 9,100-student Meriden school district, Benigni has orchestrated initiatives like full-day kindergarten, Saturday enrichment academies, and increased time for teacher collaboration, Education Week pointed out. Also highlighted were his efforts advocating for “state-of-the-art learning environments—breaking ground on a $230 million project to build two new high schools, and securing a $3.5 million grant from the Nellie Mae Education Foundation to design student-centered, blended instruction.”

“Most notably,” his selection as one of the 16 Leaders of 2015, was prompted by bringing the expanded learning time initiative  to three of the district’s elementary schools, “positioning Meriden—a majority-minority district—at the forefront of a national movement to increase student achievement and well-being through longer, more enriching school days.”

Benigni began his career as a special education teacher in Meriden, was an assistant principal in the neighboring Berlin district, and served his hometown of Meriden as a city councilor, and then mayor. He returned to the district as superintendent in 2010, after two years as a high school principal in the nearby Cromwell district.

Describing the selection project, Education Week notes that "in school districts across the country, education leaders are using innovative strategies to improve curriculum and instruction, address management challenges, stretch resources, engage parents and communities, utilize new technologies effectively, and create optimal learning environments that prepare all students for success beyond their K-12 years."

Benigni is the first Connecticut education leader selected since 2013, when Connecticut Technical High School System administrator Patricia Ciccone, who served as the superintendent of the 11,000-student technical high school system from 2003 until retiring in December 2012, was among that year's 16 Leaders to Learn From.

“I always knew education was my passion,” Benigni said. “Even as mayor, it was about what I could do to better the lives of people, and most importantly, students.”

https://youtu.be/4HW2QvE25W0

CT Ranked #3, Bridgeport-Norwalk-Stamford at #5, Among States, Regions with Most College Degrees

Connecticut has the nation’s third highest rate of residents holding a college degree – and the greater Bridgeport-Stamford-Norwalk area has the fifth highest rate among metropolitan regions, according to a new report by the Lumina Foundation. The report reveals" real progress has been made" in the national effort to increase post-secondary attainment, but "current rates won’t be enough to meet America’s future economic and workforce demands." The annual report, A Stronger Nation through Higher Education, finds that “unless actions are taken now to significantly increase post-secondary attainment, the nation will fall short of workforce needs by the end of this decade.

Connecticut is making consistent progress on increasing attainment, according to the report. The most recent Census data (2013) show that 47.8 percent of the state’s 1.9 million working-age adults (those between the ages of 25 and 64) hold a two- or four-year college degree. This is an increase from last year’s rate of 47.5 percent and an increase from 46.6 percent in 2008. The state’s rate of higher education attainment is above the national rate of 40 percent.

A leading indicator of where higher education attainment rates are heading is the rate among young adults, those between the ages of 25 and 34. In 2013, this rate in Connecticut was 48.4 percent, higher than that of the adult population as a whole and also above the national rate of 41.6 percent.

According to the Georgetown Center on Education and the Workforce, 65 percent of U.S. jobs will require some form of postsecondary education by 2020. Yet, according the Lumina report, only 40 percent of working-age Americans (ages 25-64) held a two- or four-year college degree in 2013—the most recent year for which data are available. That figure is up from 2012, when the rate was 39.4 percent, and from 2008, when the rate was 37.9 percent, or a total of more than 2.8 million more degrees.

In Connecticut, 22.5 percent of residents ages 25-64 hold a bachelor’s degree, 17.1 percent have a graduate or professional degree, and 8 percent have an associate’s degree.  Eighteen percent have some college, but no degree, according to the data, provided by the U.S. Census Bureau’s 2013 American Community Survey.

Degree attainment in Connecticut, by ethnicity, was at 53 percent of Whites, 28.4 percent of African-Americans, 22 percent of Hispanics, 71 percent of Asians and 29 percent of Native Americans, according to the 2013 data. The progress nationally reflects incremental gains that the report authors say aren’t nearly enough to reach Goal 2025—a national effort calling for 60 percent of Americans to have a high-quality post-secondary degree, certificate or other credential by the year 2025.

The percentage of Connecticut residents (ages 25 – 64) with a college degree, by county, are:  Fairfield (53.8%), Middlesex (51.2%), Tolland (50.6%), Hartford (45.9%), Litchfield (44.6%), New Haven (43.4%), New London (41.1%), and Windham 32.1%).

In college enrollment, Connecticut exceeded the national average among residents age 18-24, but was slightly below the national average among residents ages 25-53.  Connecticut was below the national average among Hispanics 4.9% vs. 5.2%); slightly above among African-Americans, Native Americans, Asian Americans, and Whites.

“Economists and other experts give us good reason to be convinced that reaching Goal 2025 is a national imperative,” said Jamie P. Merisotis, president and CEO of Lumina Foundation, and a former Connecticut resident. “We have just 10 years to reach it, and our current pace of progress is insufficient for meeting employers’ workforce needs and addressing the growing inequality issues we face as a nation.”  Merisotis, testifying at the Connecticut General Assembly back in 2009, told legislators that "you will need to invest more in educating underprepared students than you do now. But invest you must. The alternative is a Connecticut far less prosperous and far less prepared to deal with the rapidly changing world in which we live."

A Stronger Nation estimates that if current trends continue, 30.7 million more Americans will earn college credentials by 2025. That increase will allow the nation to reach an attainment rate of 48.7 percent over the next 10 years—well short of the 60 percent needed to reach Goal 2025. To reach the Goal, Lumina estimates that another 19.8 million postsecondary credentials will need to be added.

Top 10 states—based on the percentage of adults (25-64) with at least an associate degree in 2013:

1. Massachusetts —51.5% (up from 50.5%)
2. Minnesota —48.1% (up from 47.7%)
3. Connecticut —47.8% (up from 47.5%)
4. Colorado —47.6% (up from 47.5%)
5. New Jersey —46.5% (up from 45.8%)
6. New Hampshire —46.4% (down from 46.7%)
7. Virginia —46.1% (up from 45.3%)
8. New York —46% (up from 45.1%)
9. Maryland —46% (up from 45.5%)
10. North Dakota —45.8% (up from 45.6%)

Among the nation’s metropolitan areas, the leading regions were:

1. Washington, D.C./Arlington-Alexandria, Va.—55.36%
2. San Jose-Sunnyvale-Santa Clara, Calif.—55.32%
3. Boston-Cambridge-Newton, Mass.—54.73%
4. Madison, Wis.—54.67%
5. Bridgeport-Stamford-Norwalk, Conn.—54.41%
6. San Francisco-Oakland-Hayward, Calif.—53.79%
7. Raleigh, N.C.—53.57%
8. Minneapolis-St. Paul-Bloomington, Minn.—51.80%
9. Albany-Schenectady-Troy, N.Y.—49.82%
10. Seattle-Tacoma-Bellevue, Wash.—49%

56 Women of Innovation Recognized; Girls Encouraged to Enter STEM Fields in CT

Fifty-six women, from across Connecticut, were honored for their innovation and leadership during the eleventh annual Women of Innovation awards gala, held this week. This awards program recognized women innovators, role models and leaders in the fields of science, technology, engineering, and math as well as outstanding women at the high school and collegiate level. “The Council is honored to recognize Connecticut’s most extraordinary and talented women representing a cross section of the state’s most important technology companies and educational institutions.” said Bruce Carlson, President and CEO of the Connecticut Technology Council.

Of the 56 women honored, 10 were recognized as category winners; there are two winners in both the Research and Collegian categories: Academic Innovation and Leadership: Medria Blue-Ellis, Principal, Engineering & Science University Magnet School; Collegian Innovation and Leadership (two winners): Sapna Gupta, Ph.D. Student, University of Connecticut, Monika Weber, Ph.D. Student, Yale University; Community Innovation and Leadership: Keshia Ashe, Co-Founder & CEO, ManyMentors; Entrepreneurial Innovation and Leadership: Christina Lampe-Onnerud, Founder & CEO, CLOTEAM LLC; Large Business Innovation & Leadership: Yu-Hui Rogers, Site Director, The Jackson Laboratory for Genomic Medicine; Research Innovation and Leadership (2 winners): Serap Aksoy, Professor, Yale School of Public Health, Radenka Maric, Connecticut Clean Energy Professor in Sustainable Energy, University of Connecticut; Small Business Innovation and Leadership: Lisa Braden-Harder, CEO, Appen; and Youth Innovation and Leadership: Anubhuti Mathur, High School Student, Glastonbury High School.

Presenting sponsors of this year’s event, held at the AquaTurf in Plainville, were Boehringer Ingelheim USA Corporation, Covidien, Day Pitney LLP, and United Technologies Corporation.

Efforts to interest girls in the STEM fields are underway elsewhere in Connecticut as well.  UIL Holdings Corporation is among the organizations encouraging girls to pursue careers in science, technology, engineering and math (STEM) by supporting three Generating Girls Opportunities (G2O) Expos.

These expos offer girls exposure to STEM fields, as well as the opportunity to participate in hands-on experiments.  The next G2O Girls & STEM Expo to be held April 10 at Central Connecticut State University.  It is a half-day interactive event for 9th and 10th grade girls introducing participants to all the possibilities of STEM (Science, Technology, Engineering & Math) through workshops and activities led by college professors and STEM professionals.

Activities are designed to inspire girls to question, create, design, test, explore, and more!  They learn about possible STEM careers and talk to colleges and employers to help them plan for the future. The expos, organized by the Connecticut Women’s Education and Legal Fund (CWEALF), are designed to engage the students and teachers in expanding educational opportunities in STEM programs and careers.

A study commissioned by the Girl Scout Research Institute found that girls are interested in STEM fields and aspire to STEM careers, but need more exposure and adult support to carry this interest into the future.  Additional expos will be held in West Hartford at the University of Saint Joseph on May 4 and at Mitchell College in New London on June 5.

The Connecticut Technology Council (www.ct.org), which organizes the annual Women of Innovation, is Connecticut’s industry association for the technology sector. CTC’s mission is to connect people, ideas and opportunities to the global technology and innovation community.

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2015 Women of Innovation

Medria Blue-Ellis is the principal of ESUMS, a Magnet School of Excellence and CT School of Distinction. Her Curriculum expertise, creative thinking, and persistence are shared with the female STEM teachers she mentors. Her encouragement of female students to excel in STEM manifests in accomplishments such as the 2014 Verizon App Challenge State Finalist. Medria was one of 100 school leaders, educational advocates, and researches convened at the Jack Kent Cooke Foundation “Closing the Excellence Gap” conference.

Sapna Gupta is a graduate research assistant at the Center for Clean Energy Engineering and a Ph.D. candidate in materials science and engineering at UCONN. Sapna’s academic achievements, innovative research and creativity are evident in the many fellowships, distinctions, and awards she has received, including her honorable mention for the 2014 Baker Student Researcher award. She is founder and president of UCONN Keramos, and delegate of the ACerS PCSA

Monika Weber is a Ph.D. candidate in electrical engineering at Yale University and the co-inventor of Fluid-Screen, a small device that detects bacteria in 30 minutes. She has won the Grand Prize in the NASA “Create the Future” Design Contest 2011” and the Gold Prize in MassChallenge and received over $200,000 in technology and entrepreneurial awards. Monika combines leadership skills with strong technical expertise, creativity and business acumen.

Keshia Ashe is a Ph.D. candidate in chemical engineering at UCONN and co-founder and CEO of ManyMentors. ManyMentors is a STEM online and in-person mentoring nonprofit organization that connects university mentors with middle and high school students interested in STEM degrees and careers. She is a mentor, role model, TEDx speaker, and an unwavering advocate for STEM education in Connecticut.

Christina Lampe-Onnerud is known for her innovative work developing high-performance, low-cost, safe, environmentally-friendly batteries for portable electronics, electric vehicles and energy storage. She is founder of Boston-Power (IPO in 2016) and CLOTEAM, as well as holder of 80+ patents and author of numerous scientific articles. She was recognized as a Technology Pioneer by the World Economic Forum where she serves as an advisor on global innovation and renewable transport.

Yu-Hui Rogers is leading the JAX-GM Administration and Operation Team in establishing its new research institute in Connecticut. She was the vice president of Core Technology Development at the J. Craig Venter Institute where she was responsible for technology development and a large-scale genomic operation. She was instrumental in the development and implementation of a high-throughput sequencing pipeline that enabled the completion of the first human genome sequence at Celera Genomics.

Serap Aksoy is a professor at the Yale School of Public Health where she works on insects that transmit disease-causing microbes to animals and plants. She lectures internationally, maintains ongoing collaborative research programs, and has made landmark contributions to the functional and evolutionary aspects of insect-microbe interactions. Through her discoveries, she developed innovative methods that use beneficial bacteria to render insects inhospitable for disease-causing pathogens, thereby reducing their disease transmission potential.

Radenka Maric joined UCONN in 2010, where she focuses on developing new materials and novel structures for energy storage and conversion, structural ceramics and hydrogen production and separation. Previously, she was group leader and program manager at the National Research Council of Canada’s Institute for Fuel Cell Innovation, program manager at nGimat and senior scientist/team ILeader at the Japan Fine Ceramics Center in Japan. Radenka has published over 150 scientific papers.

Lisa Braden-Harder started her career in IBM’s research division, moving on to found the Butler Hill Group in 1993. There, she leveraged her background in linguistic products ranging from grammar checkers to search engines. In 2011, the company merged with Appen, an Australian company also engaged in taking devices to global markets. In 2013, she became CEO of the combined entity and in January 2015, led the company through an IPO on the Australian stock exchange.

Anabhuti Mathur conducts research at the UCONN Health Center and was a 2014 summer student fellow at The Jackson Laboratory. She was an Intel ISEF finalist, American Chemical Society award winner, National JSHS State Representative, Chemistry Olympiad Semifinalist, and the Anna Harrison award winner for top female scorer. Anubhuti captains Glastonbury’s Debate and Science Bowl teams, is president of the Medical Leaders Club, and runs a charitable multicultural dance organization.

CT Would Be 22nd State to Require CPR Training in High School

Connecticut is poised to become the 22th state to pass legislation requiring CPR training as a high school graduation requirement, according to data from the American Heart Association and the National Center for Education Statistics. The state legislature’s Public Health Committee approved a bill last week that would establish the requirement in Connecticut schools, following passionate testimony supporting it, from the public and legislators.  The bill must be approved by the House and Senate before moving on to Governor Malloy to sign into law.

West Virginia recently became the 21st state to pass a CPR bill, which was signed into law by that state’s Governor earlier this month. A similar bill is now being considered by state legislatures in Missouri and Florida.

Every hour in the U.S. approximately 48 people will have a cardiac arrest event outside of the hospital. Nine out of ten people will not survive. However, if lifesaving CPR is performed, a victim’s chance of surviving can double, or even triple, according to the American Heart Association.

The AHA is among the organizations supporting the legislation, working in Connecticut and across the country to pass state laws “that will assure all students are trained in life-saving CPR before they graduate from high school.”  In addition, a website, becprsmart.org, has been developed to provide information related to the national initiative.

The organization’s CPR in School Training Kit is portable, durable, designed to train 10 to 20 students at once, and comes with “everything you will need to quickly and easily teach your students,” the AHA website points out, noting that “one CPR in Schools Training Kit can train hundreds of students!”

In testimony at the Connecticut State Capitol, Elizabeth Schiller, president of the Connecticut College of Emergency Physicians, said that CPR “may mean the difference between life and death. By instituting education at the high school level, young adults will become familiar with the process and hopefully will feel comfortable assisting others in a time of need.”

The CPR in Schools Training Kit empowers students to learn the core skills of CPR in under 30 minutes, and it teaches AED skills and choking relief, according to the AHA. Described as an “easy-to-use kit,” it is designed “specifically for the needs of school educators. It’s portable, allowing for convenient movement from classroom to classroom and easy storage. It’s also reusable.”

The CPR in Schools Training Kit was developed by the American Heart Association and “incorporates the very latest science.”  The American Red Cross also offers a range of first aid courses for students, including CPR.

https://youtu.be/G68pDlloGZI

Additional information:  www.cprcertificationtrainingonline.com/