WEBVTT

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>> THIS PROGRAM WAS MADE

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POSSIBLE IN PART BY FUNDING

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FROM THE DOW CHEMICAL COMPANY

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FOUNDATION.

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A PROUD SUPPORTER OF QUALITY

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EDUCATION ACROSS LOUISIANA.

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IN THE FIELDS OF SCIENCE,

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TECHNOLOGY, ENGINEERING AND

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MATH.

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AND THE FOUNDATION FOR

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EXCELLENCE IN LOUISIANA PUBLIC

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BROADCASTING.

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>>> HELLO AND WELCOME TO

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"LOUISIANA PUBLIC SQUARE."

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I'M BETH COURTNEY, PRESIDENT

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OF LOUISIANA PUBLIC

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BROADCASTING.

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>> AND I'M SHAUNA SANFORD,

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NEWS ANCHOR FOR LPB.

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TONIGHT WE'RE PLEASED TO BE

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COMING TO YOU FROM THE

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BEAUTIFUL NEW PERFORMING

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ARTS CENTER AT THE MATH,

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SCIENCE, AND ARTS ACADEMY

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IN PLAQUEMINE.

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THE FACILITY IS PART OF A

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$15 MILLION FACELIFT THAT

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ILLUSTRATES THIS COMMUNITY'S

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COMMITMENT TO EDUCATING ITS

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STUDENTS IN THE FIELDS OF

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SCIENCE, TECHNOLOGY,

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ENGINEERING, AND MATH.

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KNOWN BY THE ACRONYM OF STEM,

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THESE SUBJECTS TRULY FORM

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THE FOUNDATION OF

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BLOSSOMING CAREER

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OPPORTUNITIES IN LOUISIANA.

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>> BUT MANY OF THESE JOB

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OPENINGS ARE CURRENTLY BEING

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LEFT UNFILLED DUE TO A LACK

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OF QUALIFIED CANDIDATES.

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HOW WELL IS THE STATE

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PREPARING OUR CITIZENS FOR

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STEM CAREERS?

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HOW WELL ARE OUR EDUCATORS

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TRAINED TO TEACH THE STEM

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SUBJECTS?

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AND HOW CAN STUDENTS

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ESPECIALLY FEMALES, BECOME

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MORE ENGAGED IN STEM FIELDS?

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OVER THE NEXT HOUR, WE'LL

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EXPLORE THESE ISSUES AND MORE.

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BUT FIRST, LET'S TAKE A LOOK

01:49.000 --> 01:51.567
AT LOUISIANA'S STEM STATUS.

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>> CURRENTLY WE ARE WORKING ON

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AN ANTI-BULLYING VIDEO FOR THE

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SCHOOL BOARD.

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>> I'M DESIGNING A WEB SITE FOR

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UNIVERSITY ELEMENTARY SCHOOL

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AND MIDDLE SCHOOL --

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>> CLICK ON THE DOT, IT TELLS

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YOU WHO WAS BURIED THERE, THEIR

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HISTORY, WHAT THEY'RE KNOWN

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FOR.

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>> THESE STUDENTS ATTENDING

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SHREVEPORT'S SOUTHWOOD HIGH

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SCHOOL HAVE BEEN GETTING A

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HANDS-ON EXPERIENCE IN THE

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SCIENCE, TECHNOLOGY,

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ENGINEERING AND MATH FIELDS FOR

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THE LAST YEAR.

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COURSES USE WHAT'S CALLED THE

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EAST APPROACH, A SELF-DIRECTED

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EXPLORATION OF STEM CAREERS.

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>> I DON'T REALLY TEACH IN THE

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CLASS.

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I FACILITATE THEIR LEARNING.

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I FACILITATE THEM TEACHING

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THEMSELVES.

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>> LLOYD RUSHING SAID STUDENTS

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DEVELOP PROJECTS THAT SERVE

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THEIR COMMUNITY WHILE RECEIVING

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REAL LIFE EXPERIENCE IN AREAS

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OF VIDEO EDITING, ARCHITECTURE,

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ANIMATION DESIGN, AND

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GEOGRAPHICAL INFORMATION

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SYSTEMS.

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>> THIS CLASS ALLOWS THEM TO

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COME AND OPEN UP A TOOLBOX TO

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SAY HERE IS A TOOLBOX FULL OF

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GREAT TOOLS THAT ALL RELATES TO

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STEM.

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TAKE EACH TOOL OUT, FIND WHICH

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ONE THAT YOU REALLY LIKE, AND

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LET'S CONCENTRATE ON LEARNING

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THAT PARTICULAR TOOL.

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>> THE PROGRAM IS ONE OF

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SEVERAL INITIATIVES THAT CADDO

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PARISH INSTITUTED IN THE 90s

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AFTER THE LOSS OF MANUFACTURING

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JOBS.

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FOR THE LAST 10 YEARS, STEM

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JOBS HAVE BEEN GROWING

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NATIONALLY AT THREE TIMES THE

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RATE OF NONSTEM OCCUPATIONS.

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THE STATE WILL NEED TO FILL

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69,000 STEM-RELATED JOBS BY

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2018.

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ALTHOUGH THE WORK HERE IS

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PLENIF

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PLENTIFUL, IN LOUISIANA, THREE

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STEM JOBS OPENING FOR EVERY

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UNEMPLOYED WORKER.

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>> A SITUATION IN LOUISIANA

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WHERE I CONSIDER A BLESSING IN

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DISGUISE, IN THAT WE HAVE MORE

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JOB OPPORTUNITIES IN THE STEM

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FIELD THAN WE HAVE CITIZENS WHO

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ARE PREPARED FOR THOSE JOBS.

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AND OUR CHALLENGE RIGHT NOW IS

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TO ENSURE THAT WE MEET THE

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SHORT AND LONG TERM DEMAND OF

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BUSINESS AND INDUSTRY.

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>> BRYAN MOORE DIRECTOR OF WORK

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FORCE DEVELOPMENT FOR

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LOUISIANA'S WORK FORCE

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COMMISSION.

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MOORE SAYS BRIDGING THE STEM

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SKILLS GAP INVOLVES WORKING

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WITH INDUSTRY TO PROVIDE

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CUSTOMIZED TRAINING IN THE

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SHORT TERM BUT WORKING WITH

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EDUCATORS IN THE LONG TERM.

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>> 90% OF THE STEM RELATED

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OCCUPATIONS IN OUR STATE

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REQUIRE ASSOCIATE DEGREE OR

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BETTER.

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VERY IMPORTANT TO WORK CLOSELY

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WITH THE UNIVERSITIES TO

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RESPOND TO THE NEEDS OF

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BUSINESS.

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CREATE A CURRICULUM CONSISTENT

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WITH THE DEMAND IN BUSINESS AND

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INDUSTRY.

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>> 9% OF BACHELOR'S DEGREES

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AWARDED IN LOUISIANA ARE IN THE

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STEM FIELD.

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CLOSE TO THE NATIONAL AVERAGE.

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NOT ALL STEM CAREERS REQUIRE A

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FOUR-YEAR DEGREE.

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IN FACT, A RECENT BROOKINGS

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INSTITUTION REPORT FOUND THAT

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HALF OF ALL STEM JOBS REQUIRE

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NO BACHELOR'S DEGREE.

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THE STUDY RANKED BATON ROUGE

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FIRST NATIONALLY FOR THESE

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TYPES OF OPPORTUNITIES.

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WITH MANY OF THEM TIED TO THE

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PETROCHEMICAL INDUSTRY AND

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CONSTRUCTION TRADES.

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>> WE GO BACK AND LOOK AND

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WHERE WE PUT OUR DOLLARS OVER

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THE LAST SEVERAL YEARS, IT IS

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VERY HEAVILY IN PROGRAMS

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SUPPORTING MATH, SCIENCES, ALSO

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ALLIED HEALTH TECHNOLOGIES,

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ENGINEERING TECHNOLOGIES,

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PARTICULARLY THOSE AFFILIATED

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WITH THE OIL AND GAS INDUSTRY

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AS WELL AS THE CHEMICAL AND

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PROCESSING INDUSTRIES.

05:09.400 --> 05:10.800
>> DR. JOE MAY IS PRESIDENT OF

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LOUISIANA'S TECHNICAL AND

05:12.100 --> 05:13.100
COMMUNITY COLLEGE SYSTEM.

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HE SAYS THE SYSTEM HAS ADDED

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OVER 200 NEW PROGRAMS THAT

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FOCUS ON STEM SKILLS.

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LEGISLATION PASSED THIS YEAR

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WILL PROVIDE OVER $280 MILLION

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IN STATE AND INDUSTRY FUNDING

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FOR 29 COMMUNITY COLLEGE

05:27.900 --> 05:28.967
EXPANSION PROJECTS.

05:28.967 --> 05:30.867
NEARLY HALF WILL BE LOCATED IN

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RURAL PARTS OF THE STATE.

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>> AS YOU LOOK AT THE PROGRAM

05:33.900 --> 05:35.367
LIST, YOU ARE GOING TO SEE IN

05:35.367 --> 05:39.467
THE TITLE A STEM FACILITY,

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BOSSIER PARISH COMMUNITY

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COLLEGE.

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ALLIED HEALTH FACILITY, OTHER

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SCIENCE AND MATHEMATICS AND

05:45.767 --> 05:47.033
GENERAL EDUCATION CLASSROOMS

05:47.033 --> 05:48.300
THAT ARE REALLY BUILT TO

05:48.300 --> 05:49.733
SUPPORT THE TYPES OF CAREERS

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THAT WE SEE TODAY IN LOUISIANA.

05:52.600 --> 05:53.733
>> KEN BRADFORD WITH

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LOUISIANA'S DEPARTMENT OF

05:54.600 --> 05:56.300
EDUCATION SAYS THE AGENCY IS

05:56.300 --> 06:00.367
CONSIDERING CONSOLIDATING THE

06:00.367 --> 06:01.267
THREE

06:01.267 --> 06:06.933
THREE DIPLOMA CHOICES.

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>> WHEN A STUDENT GRADUATES

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FROM HIGH SCHOOL, THEY'RE GOING

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TO HAVE AN INDUSTRY CREDENTIAL

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IN THE STEM AREAS.

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SO THAT THEY CAN BE EMPLOYABLE

06:18.467 --> 06:19.133
UPON GRADUATION.

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>> LOUISIANA RECENTLY ADOPTED

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RIGOROUS COMMON CORE STANDARDS

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FOR MATHEMATICS BUT HASN'T

06:24.567 --> 06:26.533
COMMITTED TO ADOPTING THE NEXT

06:26.533 --> 06:28.433
GENERATION SCIENCE STANDARDS.

06:28.433 --> 06:30.700
RESEARCH SHOWS THAT LOUISIANA

06:30.700 --> 06:31.967
EDUCATORS STILL LAG BEHIND THE

06:31.967 --> 06:33.467
NATION IN KNOWLEDGE AND

06:33.467 --> 06:35.667
TRAINING IN THE STEM FIELDS.

06:35.667 --> 06:37.233
>> WE BELIEVE THAT TEACHERS ARE

06:37.233 --> 06:41.367
THE KEY TO SYSTEMIC AND

06:41.367 --> 06:42.800
SUSTAINABLE CHANGE.

06:42.800 --> 06:46.333
>> G.B. CAZES VICE PRESIDENT --

06:46.333 --> 06:49.667
BUILT TO DIVERSIFY THE AREAS

06:49.667 --> 06:50.733
ECONOMIC BASE THROUGH THE WORLD

06:50.733 --> 06:52.767
OF COMPUTERS, PROFESSIONAL

06:52.767 --> 06:53.867
DEVELOPMENT STRATEGIES TO

06:53.867 --> 06:55.433
BETTER PREPARE EDUCATORS TO

06:55.433 --> 06:56.700
TRAIN TOMORROW'S WORK FORCE.

06:56.700 --> 06:58.767
KNOWN AS THE NATIONAL

06:58.767 --> 07:00.267
INTEGRATED CYBER EDUCATION

07:00.267 --> 07:03.300
RESEARCH CENTER, OR NICERC, ITS

07:03.300 --> 07:05.333
PROGRAMS ARE OFFERED TO

07:05.333 --> 07:06.200
TEACHERS STATEWIDE.

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>> WE WORK WITH TEACHERS

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PROVIDING MENTORING

07:09.833 --> 07:10.900
RELATIONSHIPS, PROVIDE THEM

07:10.900 --> 07:11.733
MATERIALS AND RESOURCES AND

07:11.733 --> 07:13.200
CREATE A NETWORK OF TEACHERS ON

07:13.200 --> 07:17.200
THE NEW FRONTIERS, IF YOU WILL

07:17.200 --> 07:18.367
AND ON NEW WAYS TO LEARN.

07:18.367 --> 07:20.100
>> GUIDED BY THE STAFF AT

07:20.100 --> 07:21.967
LOUISIANA TECH UNIVERSITY,

07:21.967 --> 07:23.667
TEACHERS IN NICERC'S CYBER

07:23.667 --> 07:25.467
DISCOVERY PROGRAM LEARN HOW TO

07:25.467 --> 07:26.500
ENGAGE STUDENTS IN STEM

07:26.500 --> 07:31.033
SUBJECTS BY USING ROBOTICS.

07:31.033 --> 07:34.400
>> ENGINEERING PART, THEY HAVE

07:34.400 --> 07:36.367
TO BUILD, DESIGN IT.

07:36.367 --> 07:38.000
MATHEMATICS, YOU HAVE TO

07:38.000 --> 07:38.800
UNDERSTAND DISTANCE.

07:38.800 --> 07:40.500
IF I WANT IT TO GO THIS

07:40.500 --> 07:41.767
DISTANCE, HOW DO I NEED TO CODE

07:41.767 --> 07:43.867
THAT TO MAKE IT GO THAT

07:43.867 --> 07:44.367
DISTANCE?

07:44.367 --> 07:46.600
AND THEN TECHNOLOGY, USING

07:46.600 --> 07:47.900
COMPUTERS ALL OF THE TIME.

07:47.900 --> 07:50.367
>> INDUSTRIES LIKE DOW CHEMICAL

07:50.367 --> 07:51.833
COMPANY, EXXON MOBILE ARE

07:51.833 --> 07:53.467
PROVIDING CLASSROOM RESOURCES

07:53.467 --> 07:57.033
AND SPONSORING TEACHERS FOR

07:57.033 --> 07:58.867
PROFESSIONAL DEVELOPMENT.

07:58.867 --> 08:00.900
LAURA LEA CEPHALU TEACHES

08:00.900 --> 08:04.167
SCIENCE AT MIDDLE SCHOOL IN

08:04.167 --> 08:04.867
BATON ROUGE.

08:04.867 --> 08:10.033
SHE ATTENDED THE SALLY RIDE

08:10.033 --> 08:10.900
SCIENCE ACADEMY.

08:10.900 --> 08:12.667
STEM FAMILY NIGHT TO PROMOTE

08:12.667 --> 08:13.867
CAREERS IN SCIENCE AND MATH.

08:13.867 --> 08:15.333
>> IT WAS A BIG SUCCESS.

08:15.333 --> 08:17.200
A LOT OF WORK, BUT THE KIDS

08:17.200 --> 08:19.267
LOVED IT AND IT SPARKED A BUNCH

08:19.267 --> 08:21.700
OF INTEREST THAT A TEXTBOOK

08:21.700 --> 08:23.833
CANNOT DO.

08:23.833 --> 08:25.167
IT WAS GREAT.

08:25.167 --> 08:28.933
>> I THINK --

08:28.933 --> 08:31.533
>> ALEXIS JOHNSON IS AN EIGHTH

08:31.533 --> 08:33.133
GRADER AT GLASGOW MIDDLE SCHOOL

08:33.133 --> 08:38.133
WHO PLANS ON BECOMING A NURSE.

08:38.133 --> 08:40.633
CEPHALU SAID HER INTEREST AND

08:40.633 --> 08:41.767
CONFIDENCE HAS INCREASED SINCE

08:41.767 --> 08:42.433
STEM NIGHT.

08:42.433 --> 08:44.300
>> I STILL THINK IT IS HARD BUT

08:44.300 --> 08:47.067
I CAN SEE MYSELF DOING IT

08:47.067 --> 08:48.600
BECAUSE I'M MORE INTO SCIENCE.

08:48.600 --> 08:50.533
>> REGIONAL ROBOTICS

08:50.533 --> 08:52.667
COMPETITION AND PROGRAMS ARE

08:52.667 --> 08:53.933
OTHER WAYS THAT THE STATE IS

08:53.933 --> 08:55.367
TRYING TO IGNITE STUDENTS

08:55.367 --> 08:58.333
PASSION IN STEM AND ITS OUT OF

08:58.333 --> 08:59.467
THIS WORLD CAREER

08:59.467 --> 08:59.867
OPPORTUNITIES.

08:59.867 --> 09:01.367
>> IT IS DEFINITELY A RUSH ON

09:01.367 --> 09:02.767
THE MOMENT OF LANDING TO SEE

09:02.767 --> 09:04.167
EVERYTHING THAT WE HAVE WORKED

09:04.167 --> 09:06.200
SO HARD ON FOR THE LAST, YOU

09:06.200 --> 09:08.333
KNOW, FROM SEVEN TO 10 YEARS

09:08.333 --> 09:10.667
ALL EXECUTE SO FLAWLESSLY RIGHT

09:10.667 --> 09:12.367
DOWN TO THE SURFACE OF MARS.

09:12.367 --> 09:15.033
>> KEITH COMEAUX, A LOUISIANA

09:15.033 --> 09:16.233
NATIVE, LSU GRADUATE, AND THE

09:16.233 --> 09:20.767
FLIGHT DIRECTOR OF NASA'S

09:20.767 --> 09:21.733
"CURIOSITY" ROVER THAT LANDED

09:21.733 --> 09:22.267
ON MARS.

09:22.267 --> 09:23.300
NOT EVEN THE SKY IS THE LIMIT

09:23.300 --> 09:24.767
IN THE WORLD OF SCIENCE.

09:24.767 --> 09:26.467
>> STUDENTS SHOULD GET

09:26.467 --> 09:27.367
ENERGIZED BY SCIENCE.

09:27.367 --> 09:28.800
SCIENCE IS OUR FUTURE.

09:28.800 --> 09:30.967
SCIENCE DRIVES A LOT OF THE

09:30.967 --> 09:32.500
ECONOMIC DEVELOPMENTS THAT WE

09:32.500 --> 09:34.833
SEE AND ALSO DRIVES OUR

09:34.833 --> 09:35.333
CURIOSITY.

09:35.333 --> 09:37.633
I THINK HUMAN NATURE IS TO

09:37.633 --> 09:38.833
EXPLORE AND I THINK SCIENCE IS

09:38.833 --> 09:43.000
SOMEONE WAY WE CAN DO THAT.

09:43.000 --> 09:45.233
>> TALK ABOUT ENTHUSIASM FOR

09:45.233 --> 09:45.767
SCIENCE.

09:45.767 --> 09:47.667
THAT LANDING WAS REALLY

09:47.667 --> 09:48.233
EXCITING.

09:48.233 --> 09:50.600
WE WOULD LIKE TO THANK THE

09:50.600 --> 09:52.100
CADDO PARISH SCHOOL DISTRICT

09:52.100 --> 09:53.967
AND OTHERS FOR HELPING TO

09:53.967 --> 09:55.000
COORDINATE SEVERAL OF THOSE

09:55.000 --> 09:55.600
INTERVIEWS.

09:55.600 --> 09:56.600
BEFORE WE GO TO THE AUDIENCE

09:56.600 --> 10:00.200
HERE, I WOULD LIKE TO INTRODUCE

10:00.200 --> 10:03.633
OUR PANEL THIS EVENING.

10:03.633 --> 10:05.467
KEN BRANFORD IS ASSISTANT

10:05.467 --> 10:06.267
SUPERINTENDENT WITH THE

10:06.267 --> 10:07.067
LOUISIANA DEPARTMENT OF

10:07.067 --> 10:07.933
EDUCATION'S OFFICE OF CONTENT.

10:07.933 --> 10:08.633
STACEY CHIASSON IS A FORMER

10:08.633 --> 10:09.967
HIGH SCHOOL BUSINESS TEACHER

10:09.967 --> 10:10.900
WHO NOW LEADS THE PUBLIC

10:10.900 --> 10:12.000
AFFAIRS DEPARTMENT FOR THE

10:12.000 --> 10:12.967
DOW CHEMICAL COMPANY IN

10:12.967 --> 10:14.100
LOUISIANA.

10:14.100 --> 10:15.400
DR. ISAIAH WARNER IS A BOYD

10:15.400 --> 10:16.500
PROFESSOR OF CHEMISTRY AT

10:16.500 --> 10:17.767
LSU.

10:17.767 --> 10:19.000
DUE IN LARGE PART TO HIS

10:19.000 --> 10:20.333
RECRUITING EFFORTS, LSU

10:20.333 --> 10:21.633
RANKS FIRST NATIONALLY FOR

10:21.633 --> 10:23.067
PRODUCING AFRICAN-AMERICAN

10:23.067 --> 10:24.433
PH.D.'S IN CHEMISTRY.

10:24.433 --> 10:25.467
CATHI COX-BONIOL IS

10:25.467 --> 10:26.633
COORDINATOR OF THE ACHIEVE

10:26.633 --> 10:27.767
PROGRAM IN LINCOLN PARISH

10:27.767 --> 10:29.333
SCHOOLS.

10:29.333 --> 10:30.467
A SCIENCE TEACHER FOR 17

10:30.467 --> 10:31.667
YEARS, MRS. BONIOL HAS

10:31.667 --> 10:32.900
DIRECTED STEM INITIATIVES AT

10:32.900 --> 10:34.167
THE UNIVERSITY AND HIGH

10:34.167 --> 10:35.800
SCHOOL LEVELS.

10:35.800 --> 10:37.467
AND CURT EYSINK IS THE

10:37.467 --> 10:38.533
EXECUTIVE DIRECTOR OF

10:38.533 --> 10:39.667
LOUISIANA WORK FORCE

10:39.667 --> 10:40.800
COMMISSION.

10:40.800 --> 10:41.867
A POSITION HE'S HELD SINCE

10:41.867 --> 10:43.933
2008.

10:43.933 --> 10:45.000
HIS AGENCY WORKS AS A

10:45.000 --> 10:46.300
MATCH-MAKER FOR LOUISIANA'S

10:46.300 --> 10:48.400
EMPLOYEES AND EMPLOYERS.

10:48.400 --> 10:50.067
I THINK YOU HAVE AN OPENING

10:50.067 --> 10:50.633
QUESTION.

10:50.633 --> 10:51.833
>> THANK YOU VERY MUCH.

10:51.833 --> 10:54.433
THANK YOU TO OUR PANELISTS FOR

10:54.433 --> 10:58.067
BEING HERE TONIGHT AND OUR

10:58.067 --> 10:58.700
AUDIENCE.

10:58.700 --> 10:59.667
I KNOW EVERYBODY IS EXCITED AND

10:59.667 --> 11:00.467
READY TO GO.

11:00.467 --> 11:01.900
THIS IS FOR EACH OF YOU.

11:01.900 --> 11:03.167
WE SAW IN THE PACKAGE THERE

11:03.167 --> 11:04.867
THAT THE DEMAND IS GREAT, JOBS

11:04.867 --> 11:06.500
OF PLENTIFUL WHEN IT COMES TO

11:06.500 --> 11:08.100
CAREERS IN THE STEM AREAS RIGHT

11:08.100 --> 11:09.233
HERE IN LOUISIANA.

11:09.233 --> 11:10.800
BUT IS THE STATE REALLY DOING

11:10.800 --> 11:13.433
AN ADEQUATE JOB OF PREPARING

11:13.433 --> 11:14.533
STUDEN

11:14.533 --> 11:15.400
STUDENTS, MANY OF THE STUDENTS

11:15.400 --> 11:16.200
HERE TONIGHT AND OTHERS AND

11:16.200 --> 11:18.100
THOSE IN THE WORK FORCE TO

11:18.100 --> 11:21.067
REALLY MEET THAT DEMAND?

11:21.067 --> 11:23.600
WE WILL START WITH YOU, CURT.

11:23.600 --> 11:24.667
>> GREAT QUESTION TO START

11:24.667 --> 11:25.100
WITH.

11:25.100 --> 11:26.433
I THINK THAT GETS TO THE HEART

11:26.433 --> 11:28.133
OF THE ISSUE RIGHT OFF THE BAT.

11:28.133 --> 11:30.867
THE KEY THING, THESE JOBS ARE

11:30.867 --> 11:31.400
EVOLVING.

11:31.400 --> 11:32.667
OUR SYSTEM THAT IS DEVELOPING

11:32.667 --> 11:34.667
PEOPLE FOR THESE JOBS HAS TO

11:34.667 --> 11:35.400
EVOLVE, TOO.

11:35.400 --> 11:36.633
A NUMBER OF THINGS WE ARE

11:36.633 --> 11:37.100
DOING.

11:37.100 --> 11:41.667
A REALLY RAMPED UP VERSION OF

11:41.667 --> 11:44.233
OCCUPATIONAL -- LOOKS

11:44.233 --> 11:46.300
SHORT-TERM THROUGH 2014,

11:46.300 --> 11:47.867
LONG-TERM THROUGH 2020, AND A

11:47.867 --> 11:49.133
SPECIAL STUDY ON THE

11:49.133 --> 11:50.233
CONSTRUCTION JOBS MENTIONED IN

11:50.233 --> 11:50.967
THAT SEGMENT.

11:50.967 --> 11:53.933
WE HAVE A BOOMING INDUSTRIAL

11:53.933 --> 11:55.167
CONSTRUCTION INDUSTRY THAT IS

11:55.167 --> 11:56.433
GOING TO BE TAKING OFF VERY

11:56.433 --> 11:59.233
SOON AND IT IS GOING TO LAST

11:59.233 --> 12:00.433
FOR A NUMBER OF YEARS.

12:00.433 --> 12:01.967
ONCE WE KNOW WHAT THE DEMAND

12:01.967 --> 12:03.567
IS, WORKING CLOSELY WITH THE

12:03.567 --> 12:05.500
EDUCATION TRAINING INSTITUTION,

12:05.500 --> 12:06.933
DEPARTMENT OF EDUCATION, AND

12:06.933 --> 12:08.367
PARTICULARLY THE COMMUNITY OF

12:08.367 --> 12:10.033
TECHNICAL COLLEGE SYSTEM, BUT

12:10.033 --> 12:11.233
MOST IMPORTANTLY WITH BUSINESS

12:11.233 --> 12:13.200
AND INDUSTRY TO UNDERSTAND

12:13.200 --> 12:15.167
EXACTLY WHAT THE OCCUPATIONS

12:15.167 --> 12:17.333
ARE, THE SKILLSETS REQUIRED FOR

12:17.333 --> 12:18.633
THE OCCUPATIONS AND BUILDING

12:18.633 --> 12:20.100
THAT INTO THE FRAMEWORK

12:20.100 --> 12:21.833
AVAILABLE TO PEOPLE REALLY

12:21.833 --> 12:22.567
STARTING JULY.

12:22.567 --> 12:24.600
FIRST WEEK IN JULY.

12:24.600 --> 12:26.067
FIRST CLASS FROM THIS SPECIAL

12:26.067 --> 12:29.533
INITIATIVE WILL RAMP UP.

12:29.533 --> 12:30.567
INDUSTRIAL CONSTRUCTION JOBS

12:30.567 --> 12:31.967
AND THAT IS A MODEL THAT WE PUT

12:31.967 --> 12:33.800
TOGETHER IN THE LAST 2 1/2

12:33.800 --> 12:35.000
MONTHS, EVERYBODY WORKING

12:35.000 --> 12:37.467
TOGETHER TO RESPOND VERY

12:37.467 --> 12:38.600
QUICKLY TO THIS FIELD.

12:38.600 --> 12:43.067
>> I AM VERY ENCOURAGED WHAT

12:43.067 --> 12:44.200
I'M SEEING IN LOUISIANA.

12:44.200 --> 12:46.200
A NETWORK OF SCIENCE LEADERS

12:46.200 --> 12:47.433
THROUGHOUT THE STATE WORKING

12:47.433 --> 12:49.100
DILIGENTLY TO CREATE A NETWORK

12:49.100 --> 12:51.567
OF RESOURCES, INFORMAL AND

12:51.567 --> 12:52.833
FORMAL THAT CAN SUPPORT THE

12:52.833 --> 12:54.167
EDUCATIONAL PROCESS AND BRING A

12:54.167 --> 12:56.467
REAL AUTHENTICITY TO THE

12:56.467 --> 12:57.633
CLASSROOM, BEYOND JUST LEARNING

12:57.633 --> 12:59.700
THE CONTENT AND DEALING WITH

12:59.700 --> 13:02.100
STANDARDS MANDATED BY THE

13:02.100 --> 13:03.567
DEPARTMENT, WE ARE BRINGING IN

13:03.567 --> 13:05.800
THE -- BRINGING IT TO THE

13:05.800 --> 13:06.867
FOREFRONT, GETTING KIDS

13:06.867 --> 13:07.400
EXCITED.

13:07.400 --> 13:08.733
THAT IS WHAT IT IS GOING TO

13:08.733 --> 13:09.267
TAKE.

13:09.267 --> 13:10.633
WE NEED TO TURN THEM ON TO IT

13:10.633 --> 13:11.100
EARLY.

13:11.100 --> 13:12.033
THEY BECOME EMPOWERED AND

13:12.033 --> 13:13.300
BELIEVE IN WHAT THEY CAN DO AND

13:13.300 --> 13:15.100
SEE THE WINDOWS OPEN TO THEIR

13:15.100 --> 13:15.667
FUTURE.

13:15.667 --> 13:17.267
IT IS ALL ABOUT A MINDSET AND

13:17.267 --> 13:18.733
GETTING THE RESOURCES IN THERE

13:18.733 --> 13:22.267
TO EMPOWER THE TEACHERS TO DO

13:22.267 --> 13:22.600
THAT.

13:22.600 --> 13:23.567
>> DR. WARNER.

13:23.567 --> 13:27.067
>> I HATE TO BE THE NAY SAYER

13:27.067 --> 13:29.567
HERE, BUT THE FACT THAT YOU

13:29.567 --> 13:31.633
HAVE THREE STEM JOB TO EVERY

13:31.633 --> 13:32.867
UNEMPLOYED PERSON SUGGESTS THAT

13:32.867 --> 13:34.267
WE'RE NOT DOING WHAT WE SHOULD

13:34.267 --> 13:34.800
BE DOING.

13:34.800 --> 13:36.533
I THINK WE CAN DO A MUCH BETTER

13:36.533 --> 13:38.167
JOB PREPARING OUR STUDENTS FOR

13:38.167 --> 13:40.333
THE STEM FIELD.

13:40.333 --> 13:43.133
I THINK THAT, FOR EXAMPLE,

13:43.133 --> 13:52.067
QUITE OFTEN, EVEN COUNSELLORS

13:52.067 --> 13:53.700
WILL TRANSFORM THEIR OWN FEARS

13:53.700 --> 13:54.967
TO STUDENTS.

13:54.967 --> 13:56.700
WE NEED TO TELL STUDENTS MORE

13:56.700 --> 13:58.533
OFTEN YOU NEED TO TAKE THAT

13:58.533 --> 13:59.500
TOUGH STUFF BECAUSE THAT IS

13:59.500 --> 14:00.333
WHERE THE JOBS.

14:00.333 --> 14:02.200
I THINK WE'RE NOT DOING AS

14:02.200 --> 14:03.367
NEARLY A GOOD AS JOB AS WE

14:03.367 --> 14:04.933
SHOULD BE DOING IN THAT AREA.

14:04.933 --> 14:06.967
>> DOW IS FORTUNATE, WE HAVE

14:06.967 --> 14:10.267
SIX SITES ACROSS THE STATE.

14:10.267 --> 14:12.567
AND SO, WE DO GET TO PARTNER

14:12.567 --> 14:14.367
WITH A LOT OF DIFFERENT FOLKS

14:14.367 --> 14:15.600
AROUND THE STATE.

14:15.600 --> 14:17.433
AND WHAT WE ARE SEEING IS THERE

14:17.433 --> 14:20.767
ARE POCKETS OF EXCELLENCE.

14:20.767 --> 14:23.600
THERE ARE GREAT THINGS GOING ON

14:23.600 --> 14:24.567
AT LSU AND TECH.

14:24.567 --> 14:25.867
AND THERE ARE GREAT THINGS

14:25.867 --> 14:29.367
GOING ON RIGHT HERE AT THE MATH

14:29.367 --> 14:34.833
AND SCIENCE ACADEMY IN

14:34.833 --> 14:36.200
IBERVILLE PARISH.

14:36.200 --> 14:38.200
WHAT WE ARE SEEING WHEN WE

14:38.200 --> 14:40.233
CAN'T FILL A JOB IN THE STEM

14:40.233 --> 14:41.533
FIELD, THERE ARE NOT A YOUNG

14:41.533 --> 14:44.367
PEOPLE COMING OUT OF THESE

14:44.367 --> 14:46.200
DEGREE PROGRAMS.

14:46.200 --> 14:48.933
THE KEY IS TO GET MORE YOUNG

14:48.933 --> 14:50.467
PEOPLE EXCITED AND UNDERSTAND

14:50.467 --> 14:51.567
THE OPPORTUNITIES THAT WILL

14:51.567 --> 14:54.733
EXIST FOR THEM RIGHT HERE AT

14:54.733 --> 14:55.400
HO

14:55.400 --> 14:55.700
HOME.

14:55.700 --> 14:56.633
THE DATA SHOWS HOW WELL THE

14:56.633 --> 14:58.033
JOBS PAY AND IT DOESN'T HAVE TO

14:58.033 --> 14:59.500
BE FOR A YOUNG PERSON JUST FOR

14:59.500 --> 15:01.433
THE FOUR-YEAR DEGREE.

15:01.433 --> 15:03.933
WE HIRE 6,000 PEOPLE IN THIS

15:03.933 --> 15:05.600
STATE, AND WE HIRE A LOT OF

15:05.600 --> 15:07.533
ENGINEERS, BUT TO BE HONEST

15:07.533 --> 15:10.233
WITH YOU, THE BACKBONE OF OUR

15:10.233 --> 15:13.033
FACILITY, TWO-YEAR DEGREE STEM

15:13.033 --> 15:13.567
PROFESSIONALS.

15:13.567 --> 15:14.633
>> AS WE SPEAK, SUPERINTENDENT

15:14.633 --> 15:16.533
WHITE IS OUT ON A TWO-WEEK TOUR

15:16.533 --> 15:18.600
AND WHAT WE ARE DOING IS WE ARE

15:18.600 --> 15:19.867
TALKING ABOUT THE CURRENT --

15:19.867 --> 15:21.667
THE THREE DIPLOMAS THAT A

15:21.667 --> 15:22.867
STUDENT IN LOUISIANA CAN GET

15:22.867 --> 15:23.533
RIGHT NOW.

15:23.533 --> 15:25.233
THERE IS CURRENTLY A CAREER

15:25.233 --> 15:28.567
DIPLOMA, THERE IS A BASIC

15:28.567 --> 15:32.700
DIPLOMA, AND A CORE FOR COLLEGE

15:32.700 --> 15:33.833
TRACK DIPLOMA.

15:33.833 --> 15:35.600
IN THE ORIGINAL SEGMENT WE SAW,

15:35.600 --> 15:37.667
ALLUDED TO LOUISIANA, THERE IS

15:37.667 --> 15:39.167
THIS DEMAND RIGHT NOW, RANKED

15:39.167 --> 15:40.500
FIRST IN THE NATION IN

15:40.500 --> 15:41.967
METROPOLITAN AREAS IN BATON

15:41.967 --> 15:43.200
ROUGE, AND NEW ORLEANS RANKED

15:43.200 --> 15:44.433
NUMBER THREE FOR STEM JOBS THAT

15:44.433 --> 15:46.800
DO NOT REQUIRE A BACHELOR'S

15:46.800 --> 15:47.233
DEGREE.

15:47.233 --> 15:49.533
AND SO WITH THESE THREE DIPLOMA

15:49.533 --> 15:52.300
PATHWAYS RIGHT NOW, WITH 32,000

15:52.300 --> 15:54.300
STUDENTS, 32,000 PLUS STUDENTS

15:54.300 --> 15:55.500
THAT GRADUATE EACH YEAR IN

15:55.500 --> 15:58.133
LOUISIANA, THERE WAS 170 THAT

15:58.133 --> 15:59.767
EARNED A CAREER DIPLOMA THIS

15:59.767 --> 16:00.300
YEAR.

16:00.300 --> 16:02.133
WITH A CAREER DIPLOMA, WE'RE

16:02.133 --> 16:03.300
GOING AROUND THE STATE.

16:03.300 --> 16:04.500
AND WE WOULD LIKE TO STRENGTHEN

16:04.500 --> 16:05.700
THAT OPTION SO THAT A STUDENT

16:05.700 --> 16:09.067
WHO IS ON A CAREER DIPLOMA PATH

16:09.067 --> 16:10.833
WHERE THEY TAKE TWO YEARS OF

16:10.833 --> 16:12.333
RIGOROUS ACADEMIC COURSE WORK

16:12.333 --> 16:13.833
AND THEN THE LAST TWO YEARS

16:13.833 --> 16:14.933
THEY WILL START TO WORK TOWARDS

16:14.933 --> 16:17.067
AN INDUSTRY-BASED CREDENTIAL TO

16:17.067 --> 16:18.300
HELP MEET THIS NEED.

16:18.300 --> 16:21.333
IT WILL BE AN INDUSTRY-BASED

16:21.333 --> 16:23.267
CREDENTIAL ALIGNED TO HIGH

16:23.267 --> 16:23.933
DEMAND JOBS.

16:23.933 --> 16:25.667
WE HAVE BEEN WORKING WITH CURT

16:25.667 --> 16:27.333
AND THE WORK FORCE INVESTMENT

16:27.333 --> 16:28.433
COUNCIL AND COMMISSION AND WE

16:28.433 --> 16:29.567
ARE GOING AROUND THE STATE AND

16:29.567 --> 16:30.633
SEEKING INPUT ON THAT NOW.

16:30.633 --> 16:32.667
AND SO, THERE IS ALSO GOING TO

16:32.667 --> 16:33.900
BE ACCOUNTABILITY ASSOCIATED

16:33.900 --> 16:36.067
WITH THAT, JUST LIKE WE REWARD

16:36.067 --> 16:37.367
STUDENTS IN THE SYSTEM RIGHT

16:37.367 --> 16:40.733
NOW, IN SCHOOLS FOR STUDENTS

16:40.733 --> 16:44.133
THAT TAKE RIGOROUS COURSE WORK,

16:44.133 --> 16:45.533
REWARDS IN THE SYSTEM FOR

16:45.533 --> 16:46.967
STUDENTS WHO COME OUT OF HIGH

16:46.967 --> 16:49.333
SCHOOL WHO GRADUATE WITH AN

16:49.333 --> 16:50.367
INDUSTRY-BASED CREDENTIAL.

16:50.367 --> 16:55.100
>> KATHY BRAND, DIRECTOR OF THE

16:55.100 --> 16:56.233
STARBASE LOUISIANA PROGRAM.

16:56.233 --> 16:57.833
MY QUESTION IS THE DEPARTMENT

16:57.833 --> 17:00.900
OF DEFENSE PROGRAM IN LOUISIANA

17:00.900 --> 17:03.267
PROVIDES 25 CONCENTRATED HOURS

17:03.267 --> 17:05.000
OF STEM CONTENT AND APPLICATION

17:05.000 --> 17:06.600
TO OVER 4,000 STUDENTS A YEAR.

17:06.600 --> 17:08.200
THE CURRENT ADMINISTRATION

17:08.200 --> 17:11.100
PLANS AN ACROSS-THE-BOARD

17:11.100 --> 17:12.600
ELIMINATION OF FEDERALLY FUNDED

17:12.600 --> 17:14.367
STEM PROGRAMS, EVEN THOSE WITH

17:14.367 --> 17:16.033
A PROVEN TRACK RECORD OF

17:16.033 --> 17:17.667
SUCCESS IN AN EFFORT TO

17:17.667 --> 17:20.633
REORGANIZE AND STREAMLINE

17:20.633 --> 17:21.200
RESOURCES.

17:21.200 --> 17:25.167
IF STARBASE FUNDING IS NOT --

17:25.167 --> 17:28.200
THIS RESOURCE WILL BE CLOSED.

17:28.200 --> 17:29.667
-- AVAILABLE IN EDUCATION,

17:29.667 --> 17:31.000
BUSINESS, OR INDUSTRY THAT

17:31.000 --> 17:32.833
COULD SUSTAIN A SUCCESSFUL

17:32.833 --> 17:34.233
PROGRAM LIKE STARBASE IF

17:34.233 --> 17:35.767
FEDERAL FUNDING IS LOST?

17:35.767 --> 17:38.133
>> THAT IS A TOUGH ONE.

17:38.133 --> 17:40.000
WHO WOULD LIKE TO -- WHO WOULD

17:40.000 --> 17:41.000
LIKE TO TRY THAT?

17:41.000 --> 17:42.767
>> I WILL TAKE THAT.

17:42.767 --> 17:45.567
YOU KNOW, I DON'T KNOW HOW

17:45.567 --> 17:47.733
DIVERSIFIED THE FUNDING IS.

17:47.733 --> 17:48.867
I DON'T KNOW IF YOU ARE

17:48.867 --> 17:51.200
COMPLETELY FUNDED BY FEDERAL

17:51.200 --> 17:51.733
FUNDS.

17:51.733 --> 17:53.000
IS THAT CORRECT THAT YOU ARE

17:53.000 --> 17:54.700
COMPLETELY FUNDED BY FEDERAL

17:54.700 --> 17:55.200
FUNDS.

17:55.200 --> 17:57.633
I THINK IT IS EXTREMELY

17:57.633 --> 17:58.933
IMPORTANT AND DOW'S PHILOSOPHY

17:58.933 --> 18:01.267
TO HAVE A PUBLIC/PRIVATE

18:01.267 --> 18:03.100
FUNDING MECHANISM TO SUSTAIN

18:03.100 --> 18:03.833
THESE THINGS.

18:03.833 --> 18:06.233
WE HAVE A VESTED INTEREST IN

18:06.233 --> 18:08.300
THOSE PEOPLE THAT YOU ARE

18:08.300 --> 18:08.833
TRAINING.

18:08.833 --> 18:12.000
SO, WE WANT TO INVEST IN THAT

18:12.000 --> 18:13.433
FINANCIALLY AND WITH HUMAN

18:13.433 --> 18:16.200
RESOURCES AND VOLUNTEERS.

18:16.200 --> 18:17.733
OUR STATE HAS TO, YOU KNOW,

18:17.733 --> 18:18.767
ENGAGE IN THAT.

18:18.767 --> 18:20.333
I WILL GIVE YOU AN EXAMPLE OF

18:20.333 --> 18:22.667
THAT PUBLIC/PRIVATE FUNDING

18:22.667 --> 18:25.200
MECHANISM IS THE NEW TECHNICAL

18:25.200 --> 18:30.500
COLLEGE RIGHT HERE IN IBERVILLE

18:30.500 --> 18:31.000
PARISH.

18:31.000 --> 18:32.100
STATE DEDICATED A LITTLE OVER

18:32.100 --> 18:33.667
$3 MILLION TO GET THE PROJECT

18:33.667 --> 18:34.167
DONE.

18:34.167 --> 18:37.567
IT WAS GOING TO BE A $4

18:37.567 --> 18:38.067
MILLION.

18:38.067 --> 18:45.600
DOW CONTRIBUTED THE ADDITIONAL

18:45.600 --> 18:47.733
$1 MILLION TO MAKE THAT HAPPEN.

18:47.733 --> 18:49.933
I THINK AS A PARTNERSHIP, WE

18:49.933 --> 18:51.267
CAN SUSTAIN THAT'S THINGS THAT

18:51.267 --> 18:55.467
HAVE GREAT TRACK RECORDS.

18:55.467 --> 18:57.500
>> ANYBODY ELSE WANT TO CHIME

18:57.500 --> 18:57.933
IN?

18:57.933 --> 18:58.967
>> I WOULD LIKE TO SAY ONE OF

18:58.967 --> 19:00.400
THE THINGS THAT THE DEPARTMENT

19:00.400 --> 19:02.400
IS DOING IN THE AREA OF FUNDING

19:02.400 --> 19:04.667
IS THAT IT USED TO BE THAT

19:04.667 --> 19:06.300
SCHOOL SYSTEMS WOULD HAVE TO

19:06.300 --> 19:08.667
APPLY FOR THEIR FUNDING AND

19:08.667 --> 19:10.067
THEY WOULD HAVE 25 DIFFERENT

19:10.067 --> 19:11.933
POTS OF FUNDS THEY WOULD HAVE

19:11.933 --> 19:14.500
TO APPLY IN THEORY, ALMOST 25

19:14.500 --> 19:15.400
DIFFERENT TIMES.

19:15.400 --> 19:17.300
WHAT WE HAVE DONE IS WORKED TO

19:17.300 --> 19:18.633
CONSOLIDATE ALL OF THAT FUNDING

19:18.633 --> 19:21.167
INTO ONE UNIFIED APPLICATION.

19:21.167 --> 19:23.133
AND WE WORKED TO PROVIDE

19:23.133 --> 19:25.000
FLEXIBILITY WITH THE DISTRICTS

19:25.000 --> 19:26.867
AND SO IN THIS CASE, YOU KNOW,

19:26.867 --> 19:28.033
WORKING WITH THE SCHOOL

19:28.033 --> 19:30.067
SYSTEMS, YOU KNOW, YOU COULD

19:30.067 --> 19:31.867
PARTNER WITH THEM AND SEE IF

19:31.867 --> 19:33.100
THERE IS AN IDENTIFIABLE

19:33.100 --> 19:34.167
FUNDING SOURCE, BECAUSE IT

19:34.167 --> 19:35.867
SOUNDS LIKE WHAT IS OCCURRING

19:35.867 --> 19:38.200
IS VERY POSITIVE AND I'M SURE

19:38.200 --> 19:41.633
THAT THE SCHOOL DISTRICTS WOULD

19:41.633 --> 19:44.033
BE AMBITIOUS IN WANTING TO

19:44.033 --> 19:45.100
PARTICIPATE IN SOMETHING LIKE

19:45.100 --> 19:45.400
THIS.

19:45.400 --> 19:46.500
>> IN OUR COMMUNITY AND

19:46.500 --> 19:48.200
TECHNICAL COLLEGES, SUPPLYING

19:48.200 --> 19:50.367
PEOPLE FOR THE GREATEST GAP IN

19:50.367 --> 19:53.967
OUR WORK FORCE, DEVELOPING

19:53.967 --> 19:56.267
TREMENDOUS PUBLIC PRIVATE

19:56.267 --> 19:57.867
PARTNERSHIPS AND IN SOME DEGREE

19:57.867 --> 19:59.200
WITH HIGH SCHOOLS AND

19:59.200 --> 20:00.700
UNIVERSITIES TO BRIDGE THIS

20:00.700 --> 20:01.167
GAP.

20:01.167 --> 20:04.400
IF YOU LOOK AT DELGADO FOR

20:04.400 --> 20:07.133
INSTANCE, A TREMENDOUS AMOUNT

20:07.133 --> 20:09.267
OF PRIVATE DOLLARS COMING INTO

20:09.267 --> 20:11.433
THAT UNIVERSITY, EITHER AS

20:11.433 --> 20:13.200
MATCHES, IN OTHER WAYS.

20:13.200 --> 20:16.033
CAMPUSES ACROSS THE STATE DOING

20:16.033 --> 20:17.767
THAT SAME THING.

20:17.767 --> 20:19.567
THE KEY IS WORKING WITH THE

20:19.567 --> 20:21.333
PEOPLE WHO ARE ULTIMATELY GOING

20:21.333 --> 20:24.767
TO HIRE THOSE STUDENTS AND

20:24.767 --> 20:27.600
SHOWING VALUE AND -- FROM AN

20:27.600 --> 20:29.500
EMPLOYER PERSPECTIVE, IF A

20:29.500 --> 20:31.767
PROGRAM IS PROVIDING VALUE,

20:31.767 --> 20:32.967
PRODUCING PEOPLE THAT CAN MEET

20:32.967 --> 20:35.067
THE DEMANDS BY SKILL, THERE IS

20:35.067 --> 20:37.000
GOING TO BE A VESTED INTEREST

20:37.000 --> 20:38.633
IN EVERYBODY PARTICIPATING IN

20:38.633 --> 20:39.700
THAT PARTNERSHIP.

20:39.700 --> 20:40.967
WE ARE SEEING A GROWING NUMBER

20:40.967 --> 20:42.867
OF SUCCESS STORIES JUST LIKE

20:42.867 --> 20:44.000
THAT ACROSS THE STATE.

20:44.000 --> 20:45.267
I THINK HIGH SCHOOLS

20:45.267 --> 20:46.867
PARTICIPATING IN THAT, TOO.

20:46.867 --> 20:47.633
>> THANK YOU.

20:47.633 --> 20:48.567
THANK YOU SO MUCH.

20:48.567 --> 20:50.367
OVER TO YOU, SHAUNA.

20:50.367 --> 20:51.200
>> THANK YOU.

20:51.200 --> 20:52.633
YOU MENTIONED EARLIER THAT

20:52.633 --> 20:54.367
THERE ARE POCKETS OF SUCCESS

20:54.367 --> 20:55.100
OUT THERE.

20:55.100 --> 20:57.167
AND LOUISIANA TECH IS CERTAINLY

20:57.167 --> 20:58.300
HAVING A LOT OF SUCCESS AND WE

20:58.300 --> 20:59.633
HAD SOMEONE HERE FROM THE

20:59.633 --> 21:00.167
SCHOOL.

21:00.167 --> 21:01.200
GIVE US YOUR NAME AND TELL US

21:01.200 --> 21:03.267
WHAT YOU ARE DOING HERE.

21:03.267 --> 21:05.700
>> I'M THE STUDENT SUCCESS

21:05.700 --> 21:07.567
SPECIALIST FOR THE COLLEGE OF

21:07.567 --> 21:08.800
ENGINEERING AND SCIENCE AT

21:08.800 --> 21:10.200
LOUISIANA TECH.

21:10.200 --> 21:11.667
AT LOUISIANA TECH WE INVOLVE

21:11.667 --> 21:13.833
OUR FRESHMEN IN HAND ON

21:13.833 --> 21:14.367
PROJECTS.

21:14.367 --> 21:15.433
THEY BUILD THEIR OWN LAB THAT

21:15.433 --> 21:16.633
IS PORTABLE AND THEY'RE

21:16.633 --> 21:17.800
RESPONSIBLE TO BRING TO EACH

21:17.800 --> 21:18.133
CLASS.

21:18.133 --> 21:20.300
WE SEE THIS AS A MAJOR ROLE IN

21:20.300 --> 21:21.867
OUR RETENTION AND RECRUITING.

21:21.867 --> 21:24.033
I WOULD LIKE TO ASK STACY OR

21:24.033 --> 21:25.833
CATHI TO VOICE THEIR OPINION

21:25.833 --> 21:28.233
ABOUT OUR APPROACH.

21:28.233 --> 21:32.367
>> LOUISIANA TECH A VITAL

21:32.367 --> 21:34.133
PARTNER TO PARISH SCHOOLS -- IT

21:34.133 --> 21:36.167
HAS BEEN AMAZING TO WATCH THE

21:36.167 --> 21:38.533
GAME CHANGER THAT HAS BEEN THE

21:38.533 --> 21:40.467
RESULT OF THEIR INVOLVEMENT AND

21:40.467 --> 21:43.267
I'M -- I WILL SPECIFICALLY CITE

21:43.267 --> 21:45.400
THE NASA THREAD GRANT THAT WE

21:45.400 --> 21:49.133
GOT IN PARTNERSHIP WITH

21:49.133 --> 21:50.367
LOUISIANA TECH.

21:50.367 --> 21:51.967
BROUGHT THAT FRESHMAN CLASS --

21:51.967 --> 21:54.067
WHERE OUR STUDENTS WERE

21:54.067 --> 21:57.467
SUDDENLY TAKING COLLEGE

21:57.467 --> 21:59.833
LEVEL -- THEIR MINDSET CHANGED

21:59.833 --> 22:01.000
ABOUT WHAT THEY WERE ABLE TO DO

22:01.000 --> 22:03.333
AND OPENED UP AN ENTIRE WORLD

22:03.333 --> 22:04.033
TO THEM.

22:04.033 --> 22:05.867
THIS PAST YEAR, THE ECHO CAR

22:05.867 --> 22:07.400
TEAM THAT WENT TO NATIONALS

22:07.400 --> 22:08.733
ALONG WITH LOUISIANA TECH AND

22:08.733 --> 22:10.367
ENDED UP DOING INCREDIBLE

22:10.367 --> 22:12.467
THINGS THAT NO ONE ANTICIPATED.

22:12.467 --> 22:13.600
AND THOSE KIDS ARE GOING RIGHT

22:13.600 --> 22:14.833
INTO ENGINEERING.

22:14.833 --> 22:15.900
THEY SEE THEMSELVES

22:15.900 --> 22:16.433
DIFFERENTLY.

22:16.433 --> 22:17.333
THAT TO ME IS WHAT THE

22:17.333 --> 22:18.933
DIFFERENCE IS WITH THE PROGRAM

22:18.933 --> 22:20.633
LIKE LOUISIANA TECH BECAUSE IT

22:20.633 --> 22:22.067
HELPS CHANGE THE MINDSET.

22:22.067 --> 22:23.800
I THINK WE'RE GOING TO HAVE TO

22:23.800 --> 22:25.433
CHANGE THE MINDSET ACROSS THE

22:25.433 --> 22:26.600
BOARD IN LOUISIANA IF WE ARE

22:26.600 --> 22:27.933
GOING TO ACHIEVE WHAT IT IS

22:27.933 --> 22:28.833
THAT WE NEED TO.

22:28.833 --> 22:30.600
NOT ONLY IN THE CLASSROOM BUT

22:30.600 --> 22:32.933
IN THE PARTNERSHIPS AS WELL AS

22:32.933 --> 22:34.200
THE GENERAL PUBLIC

22:34.200 --> 22:35.300
UNDERSTANDING THE CHANGES THAT

22:35.300 --> 22:36.367
NEED TO TAKE PLACE.

22:36.367 --> 22:37.567
I SEE WHAT LOUISIANA TECH DOES

22:37.567 --> 22:39.633
AS A MODEL FOR OTHER PARTNERS

22:39.633 --> 22:42.100
TO FOLLOW.

22:42.100 --> 22:45.800
AND I CAN'T SPEAK HIGHLY ENOUGH

22:45.800 --> 22:46.733
ABOUT IT.

22:46.733 --> 22:50.033
>> I GOT TO MEET ALLY LAST

22:50.033 --> 22:50.567
SUMMER.

22:50.567 --> 22:51.333
GOOD TO SEE YOU.

22:51.333 --> 22:53.400
I WAS SO IMPRESSED WITH WHAT

22:53.400 --> 22:54.367
YOU ALL ARE DOING.

22:54.367 --> 22:56.200
WHAT IMPRESSED ME THE MOST WAS

22:56.200 --> 22:59.367
THE HAND-HOLDING THAT TECH DID

22:59.367 --> 23:02.767
WITH THESE YOUNG PEOPLE, THE

23:02.767 --> 23:04.333
STUDENTS.

23:04.333 --> 23:06.167
TO NOT ONLY ENGAGE THEM BUT

23:06.167 --> 23:07.467
KEEP THEM ENGAGED.

23:07.467 --> 23:09.333
YOU REALLY HAVE PUT YOUR MONEY

23:09.333 --> 23:10.333
WHERE YOUR MOUTH IS.

23:10.333 --> 23:11.967
THEY HAVE HIRED PEOPLE LIKE YOU

23:11.967 --> 23:12.800
TO DO THAT.

23:12.800 --> 23:14.933
I WAS VERY IMPRESSED, EVEN AS

23:14.933 --> 23:16.800
AN OLD SCHOOLTEACHER, WHEN WE

23:16.800 --> 23:18.667
WOULD GO TO PROFESSIONAL

23:18.667 --> 23:19.667
DEVELOPMENT, STAFF DEVELOPMENT,

23:19.667 --> 23:22.233
THE TEACHERS WOULD GO, RIGHT?

23:22.233 --> 23:24.300
YOU ARE TAKING THE TEACHER AND

23:24.300 --> 23:27.033
THE STUDENTS, AND THEY'RE DOING

23:27.033 --> 23:28.467
THE PROFESSIONAL DEVELOPMENT

23:28.467 --> 23:29.033
TOGETHER.

23:29.033 --> 23:30.033
THAT IS A GAME CHANGER.

23:30.033 --> 23:31.900
VERY IMPRESSIVE.

23:31.900 --> 23:33.833
I HAVE SEEN THINGS ON LSU'S WEB

23:33.833 --> 23:35.067
SITE WHERE THEY ARE TRYING TO

23:35.067 --> 23:35.533
DO THAT.

23:35.533 --> 23:37.567
THIS IS GOING TO BRING IT HOME.

23:37.567 --> 23:39.133
AND THAT STUDENT IS GOING TO

23:39.133 --> 23:40.433
HOLD THAT TEACHER ACCOUNTABLE

23:40.433 --> 23:41.667
IF THEY DON'T BRING THAT BACK

23:41.667 --> 23:43.067
TO THE CLASSROOM AND THAT IS

23:43.067 --> 23:43.833
PRETTY COOL.

23:43.833 --> 23:45.100
>> NOT ONLY ARE THERE SOME

23:45.100 --> 23:46.667
THINGS GOING ON AT LSU, THERE

23:46.667 --> 23:49.800
ARE LOTS OF GREAT THINGS GOING

23:49.800 --> 23:52.200
ON AT LSU.

23:52.200 --> 23:53.900
WE MENTIONED EARLIER ABOUT THE

23:53.900 --> 23:56.800
PROGRESS IN CHEMISTRY, NUMBER

23:56.800 --> 23:57.667
ONE GRADUATE OF

23:57.667 --> 23:59.367
AFRICAN-AMERICAN PH.D.'S IN

23:59.367 --> 23:59.900
CHEMISTRY.

23:59.900 --> 24:01.367
BUT ALSO ONE OF THE TOP

24:01.367 --> 24:03.767
UNDERGRADUATE PROGRAMS IN THE

24:03.767 --> 24:06.367
COUNTRY IN TERMS OF STEM.

24:06.367 --> 24:08.800
A STEM SCHOLARSHIP PROGRAM

24:08.800 --> 24:10.033
FUNDED BY THE NATIONAL SCIENCE

24:10.033 --> 24:11.800
FOUNDATION AND A GROUP OF THOSE

24:11.800 --> 24:13.000
STUDENTS OUT HERE RIGHT NOW WHO

24:13.000 --> 24:14.267
CAN SPEAK TO THE PROGRAM.

24:14.267 --> 24:15.600
THESE STUDENTS ARE COMING INTO

24:15.600 --> 24:17.400
OUR PROGRAM AND THEY'RE GOING

24:17.400 --> 24:22.667
ON AND GETTING PH.D.'S AT MIT,

24:22.667 --> 24:25.467
MICHIGAN, GEORGIA TECH, THE TOP

24:25.467 --> 24:26.900
SCHOOLS IN THE COUNTRY.

24:26.900 --> 24:28.600
DIVERSE POPULATION OF STUDENTS.

24:28.600 --> 24:30.233
THE POPULATION OF THAT GROUP IS

24:30.233 --> 24:32.067
ROUGHLY REPRESENTATIVE OF THE

24:32.067 --> 24:32.433
STATE.

24:32.433 --> 24:36.067
ABOUT 35% AFRICAN-AMERICAN, 8%

24:36.067 --> 24:39.600
HISPANIC, 48, 50%, OR MAJORITY

24:39.600 --> 24:40.733
STUDENTS AND WE HAVE A GROUP

24:40.733 --> 24:42.133
THAT IS REPRESENTATIVE OF THE

24:42.133 --> 24:43.800
STATE THAT IS DOING AN

24:43.800 --> 24:44.600
OUTSTANDING JOB.

24:44.600 --> 24:46.833
>> THANK YOU VERY MUCH.

24:46.833 --> 24:47.233
BETH.

24:47.233 --> 24:48.233
>> ONE OF THE THINGS WE TALK

24:48.233 --> 24:51.400
ABOUT IN LOUISIANA WE HAVE

24:51.400 --> 24:53.600
ACCESS TO TOPS MONEY TO ALLOW

24:53.600 --> 24:55.800
MANY STUDENTS TO GO TO SCHOOL.

24:55.800 --> 24:58.233
WE HAVE STUDENTS HERE -- A

24:58.233 --> 24:58.867
QUESTIONER HERE.

24:58.867 --> 25:00.933
TELL US YOUR NAME AND QUESTION.

25:00.933 --> 25:04.833
>> HI, I'M THE COLLEGE ACCESS

25:04.833 --> 25:06.433
CHALLENGE GRANT DIRECTOR,

25:06.433 --> 25:07.900
LOUISIANA OFFICE OF STUDENT

25:07.900 --> 25:08.800
FINANCIAL ASSISTANCE.

25:08.800 --> 25:11.567
ONE OF MY TASKS IS TO ASSURE WE

25:11.567 --> 25:14.067
ARE AFFORDING STUDENTS EQUITY

25:14.067 --> 25:16.167
OF -- COLLEGE AND CAREER

25:16.167 --> 25:16.733
INFORMATION.

25:16.733 --> 25:18.767
AS YOU MAY KNOW, COORDINATES

25:18.767 --> 25:20.533
THE LOUISIANA CONNECT PORTAL,

25:20.533 --> 25:22.833
WHICH IS THE STATE'S PREMIER

25:22.833 --> 25:24.233
PORTAL FOR COLLEGE AND CAREER

25:24.233 --> 25:30.067
INFORMATION FOR STUDENTS IN

25:30.067 --> 25:33.133
GRADES 8-12.

25:33.133 --> 25:34.333
PARTNERSHIP WITH THE DEPARTMENT

25:34.333 --> 25:36.400
OF EDUCATION, THE -- THE

25:36.400 --> 25:38.067
LOUISIANA WORK FORCE COMMISSION

25:38.067 --> 25:39.733
WITH THE LAUNCH OF THE STAR

25:39.733 --> 25:40.333
JOBS TOOL.

25:40.333 --> 25:41.800
MY QUESTION TO THE OTHER

25:41.800 --> 25:43.300
MEMBERS OF THE PANEL IS HOW CAN

25:43.300 --> 25:45.533
WE PARTNER WITH YOUR

25:45.533 --> 25:47.400
ORGANIZATION IN ORDER TO

25:47.400 --> 25:50.533
PROVIDE MORE OPPORTUNITIES FOR

25:50.533 --> 25:55.067
STUDENTS IN LOUISIANA --

25:55.067 --> 25:55.867
>> CATHI.

25:55.867 --> 25:57.633
>> I WILL BE GLAD TO START

25:57.633 --> 25:58.000
THAT.

25:58.000 --> 25:59.367
I THINK YOU WILL FIND FERTILE

25:59.367 --> 26:00.467
GROUND FOR THE CONNECTION YOU

26:00.467 --> 26:03.233
ARE LOOKING FOR.

26:03.233 --> 26:04.700
MORE AND MORE OF OUR STUDENTS

26:04.700 --> 26:06.500
ARE LOOKING FOR THAT AUTHENTIC

26:06.500 --> 26:07.367
CONNECTION AS WELL.

26:07.367 --> 26:09.500
THE NEW TECH SCHOOL IN LINCOLN

26:09.500 --> 26:10.767
PARISH, EVERY STUDENT WILL HAVE

26:10.767 --> 26:13.833
TO JOB SHADOW A MINIMUM OF TWO

26:13.833 --> 26:15.300
TIMES THEIR JUNIOR YEAR.

26:15.300 --> 26:16.800
INTERN THEIR SENIOR YEAR.

26:16.800 --> 26:18.300
THEY NEED TO DO THEIR HOME WORK

26:18.300 --> 26:19.533
OF WHAT THEY ARE INTERESTED IN

26:19.533 --> 26:20.467
PRIOR TO THAT.

26:20.467 --> 26:21.567
CAREER COACHES.

26:21.567 --> 26:22.467
CAREER CENTER.

26:22.467 --> 26:24.467
WE ARE LOOKING TO EQUIP THESE

26:24.467 --> 26:26.000
YOUNG PEOPLE TO MAKE THE BEST

26:26.000 --> 26:28.633
INFORMED DECISION THAT THEY

26:28.633 --> 26:29.200
CAN.

26:29.200 --> 26:30.700
YOUR TYPE OF OUTLET AND

26:30.700 --> 26:32.000
INFORMATION BASE IS GOING TO BE

26:32.000 --> 26:33.467
CRITICAL, AND IT IS GOING TO

26:33.467 --> 26:34.700
HELP BECAUSE SO MANY OF OUR

26:34.700 --> 26:36.133
YOUNG PEOPLE WILL BE MAKING

26:36.133 --> 26:40.733
THESE DECISIONS BASED ON LITTLE

26:40.733 --> 26:42.033
ADULT SUPERVISION FROM HOME, IF

26:42.033 --> 26:42.567
YOU WILL.

26:42.567 --> 26:43.800
THEY MAY BE THE FIRST ONE IN

26:43.800 --> 26:45.533
THEIR FAMILY THAT IS ACTUALLY

26:45.533 --> 26:47.600
GOING TO GO BEYOND THAT HIGH

26:47.600 --> 26:48.367
SCHOOL DIPLOMA.

26:48.367 --> 26:50.067
AND SO WE'RE GOING TO NEED

26:50.067 --> 26:51.467
EVERY RESOURCE POSSIBLE TO

26:51.467 --> 26:52.467
CONNECT THEM WITH THE

26:52.467 --> 26:53.467
OPPORTUNITIES OUT THERE.

26:53.467 --> 26:54.533
THESE KIDS ARE SEEING

26:54.533 --> 26:55.633
THEMSELVES AS ABLE TO.

26:55.633 --> 26:56.933
THEY JUST NEED TO KNOW HOW TO.

26:56.933 --> 26:58.433
AND SO THAT IS HOW YOU ARE

26:58.433 --> 26:59.700
GOING TO CONNECT WITH THESE

26:59.700 --> 27:02.133
HIGH SCHOOLS THROUGH THE CAREER

27:02.133 --> 27:05.267
CENTERS, CAREER COACHES AND

27:05.267 --> 27:09.467
GUIDANCE COUNCILLORS --

27:09.467 --> 27:11.967
COUNSELLORS AND INNOVATIVE --

27:11.967 --> 27:13.267
>> GO ONLINE AND SEE THE

27:13.267 --> 27:15.233
COURSES THEY WILL BE TAKING --

27:15.233 --> 27:17.100
>> A GREAT BENEFIT, LOUISIANA

27:17.100 --> 27:18.400
CONNECT, ANY KIND OF SIMILAR

27:18.400 --> 27:18.967
TOOL.

27:18.967 --> 27:21.400
THIS IS THE TOOL THAT PUTS

27:21.400 --> 27:22.800
EMPLOYERS IN THE DRIVER'S SEAT

27:22.800 --> 27:25.667
OF SOLVING THEIR OWN WORK FORCE

27:25.667 --> 27:26.233
NEEDS.

27:26.233 --> 27:27.400
EMPLOYER LIKE DOW, SOMEBODY

27:27.400 --> 27:29.233
ELSE, CAN GO THROUGH THAT TOOL

27:29.233 --> 27:31.767
AND START COMMUNICATING WITH

27:31.767 --> 27:36.433
STUDENTS AS EARLY AS THE EIGHTH

27:36.433 --> 27:38.633
GRADE WITH PERMISSION, BUT CAN

27:38.633 --> 27:40.133
START COMMUNICATING WITH THE

27:40.133 --> 27:41.500
STUDENTS, TELL THEM WE NEED A

27:41.500 --> 27:42.767
STUDENT WITH A PARTICULAR SET

27:42.767 --> 27:44.067
OF SKILLS TO DO A PARTICULAR

27:44.067 --> 27:45.467
JOB AND WE WILL PAY THIS MUCH

27:45.467 --> 27:46.400
FOR IT.

27:46.400 --> 27:47.967
IF YOU TAKE THIS PARTICULAR

27:47.967 --> 27:49.533
PATHWAY, YOU ARE EXACTLY THE

27:49.533 --> 27:50.667
KIND OF KID WE ARE GOING TO

27:50.667 --> 27:51.500
WANT TO HIRE.

27:51.500 --> 27:52.700
THAT IS VERY POWERFUL.

27:52.700 --> 27:57.200
>> I WEAR TWO HATS.

27:57.200 --> 27:59.200
PROFESSOR, MY FAVORITE TITLE,

27:59.200 --> 28:02.333
VICE CHANCELLOR OF STRATEGIC

28:02.333 --> 28:02.800
INITIATIVES.

28:02.800 --> 28:04.067
IN THAT OFFICE WE HAVE DONE A

28:04.067 --> 28:05.633
LOT OF THINGS WORKING WITH THE

28:05.633 --> 28:06.967
LOCAL COMMUNITY.

28:06.967 --> 28:09.433
IN PARTICULAR, WITH 100 BLACK

28:09.433 --> 28:11.533
MEN, WE STARTED TO WORK WITH

28:11.533 --> 28:13.700
THAT GROUP AND WORKING WITH

28:13.700 --> 28:15.167
PARENTS, PARENTS IS WHERE IT

28:15.167 --> 28:15.900
ALL STARTS.

28:15.900 --> 28:17.700
GETTING PARENTS TO RECOGNIZE

28:17.700 --> 28:19.467
THAT ALL OF THOSE EFFORTS ARE

28:19.467 --> 28:20.600
AVAILABLE FOR THEIR KIDS.

28:20.600 --> 28:21.833
ONCE YOU GET THE PARENTS SOLD

28:21.833 --> 28:23.233
ON THIS, THEN THE KIDS WILL

28:23.233 --> 28:24.767
COME ALONG BECAUSE THE PARENTS

28:24.767 --> 28:26.433
ARE GOING TO FORCE THEM TO COME

28:26.433 --> 28:27.033
ALONG.

28:27.033 --> 28:28.333
WE HAVE A SECOND PROGRAM THAT

28:28.333 --> 28:31.067
WE ARE WORKING IN THE SUMMER

28:31.067 --> 28:32.700
THROUGH GEAR UP, WORKING WITH

28:32.700 --> 28:34.367
THE STUDENTS, WORKING WITH

28:34.367 --> 28:36.667
THEIR ACT SCORES, WORKING TO

28:36.667 --> 28:39.033
SHOW THEM HOW TO CONNECT WITH

28:39.033 --> 28:40.167
LOUISIANA CONNECT AND DOING ALL

28:40.167 --> 28:42.367
OF THE THINGS THAT ARE

28:42.367 --> 28:43.667
NECESSARY TO TAKE ADVANTAGE OF

28:43.667 --> 28:46.400
EFFORTS IN THE STEM FIELD.

28:46.400 --> 28:47.667
>> BETH, I WOULD LIKE TO

28:47.667 --> 28:51.100
FURTHER ADD ONE OF THE OTHER

28:51.100 --> 28:54.467
FEATURES OF THE L.A. CONNECT

28:54.467 --> 28:55.033
PORTAL.

28:55.033 --> 28:57.333
BENEFICIAL TO PARENTS,

28:57.333 --> 28:58.533
STUDENTS, BUSINESS COMMUNITY,

28:58.533 --> 29:00.633
EVERY STUDENT STARTING IN THE

29:00.633 --> 29:03.000
EIGHTH GRADE TAKES THE EXPLORE

29:03.000 --> 29:03.433
TEST.

29:03.433 --> 29:05.933
AND THAT GUIDES THEM ON WHICH

29:05.933 --> 29:06.933
DIRECTION THEY MIGHT WANT TO

29:06.933 --> 29:09.267
HEAD DOWN IN A CAREER PATH.

29:09.267 --> 29:10.267
THEY DO AN INDIVIDUAL

29:10.267 --> 29:11.433
GRADUATION PLAN IN THIS SYSTEM.

29:11.433 --> 29:13.333
THEY START TO MAP OUT THEIR

29:13.333 --> 29:14.600
PATHWAY FOR THE NEXT FOUR YEARS

29:14.600 --> 29:15.633
THAT THEY ARE GOING TO BE IN

29:15.633 --> 29:16.367
HIGH SCHOOL.

29:16.367 --> 29:17.933
THEY SIT DOWN, AND THEY WORK

29:17.933 --> 29:20.567
WITH THE COUNSELOR, THE PARENT,

29:20.567 --> 29:22.900
THE PRINCIPAL, AND SUBMIT THIS

29:22.900 --> 29:24.033
INDIVIDUAL GRADUATION PLAN UP

29:24.033 --> 29:24.600
INTO THE SYSTEM.

29:24.600 --> 29:26.167
AND IT IS TRACKED.

29:26.167 --> 29:27.867
YOU KNOW, THE KID AS EARLY AS

29:27.867 --> 29:29.100
THE EIGHTH GRADE DECIDES I

29:29.100 --> 29:30.633
WOULD LIKE TO BE AN AIRLINE

29:30.633 --> 29:31.100
PILOT.

29:31.100 --> 29:32.633
WELL, THIS SYSTEM WILL HELP

29:32.633 --> 29:35.067
THEM MAP OUT THE COURSE

29:35.067 --> 29:36.733
SEQUENCES THAT THEY NEED.

29:36.733 --> 29:38.633
IT IS ALSO TELLING THEM IF YOU

29:38.633 --> 29:40.467
WANT TO USE YOUR TOP

29:40.467 --> 29:41.633
SCHOLARSHIP AND GO TO LOUISIANA

29:41.633 --> 29:43.133
TECH, TELL YOU ALONG THE WAY,

29:43.133 --> 29:45.767
HEY, LOOK, YOU ARE MISSING A

29:45.767 --> 29:47.967
COURSE, A RED FLAG WILL GO UP.

29:47.967 --> 29:48.833
>> THANK YOU.

29:48.833 --> 29:50.767
>> RESEARCH INDICATES THAT THE

29:50.767 --> 29:52.267
TWO GREATEST RESOURCES

29:52.267 --> 29:54.167
REMAINING UNTAPPED WHEN IT

29:54.167 --> 29:56.400
COMES TO STEM CAREERS ARE

29:56.400 --> 29:57.467
MINORITIES AND WOMEN.

29:57.467 --> 29:59.033
I HAVE HEARD YOU TALK SO MUCH

29:59.033 --> 30:01.800
ABOUT THE NEED TO GET STUDENTS

30:01.800 --> 30:03.667
EXCITED ABOUT STEM CAREERS,

30:03.667 --> 30:05.500
EXCITED ABOUT SCIENCE AND

30:05.500 --> 30:06.500
ENGINEERING AND MATH.

30:06.500 --> 30:08.233
AND WITH ME NOW IS DIANE, WHO

30:08.233 --> 30:10.033
IS WITH THE SOCIETY OF WOMEN

30:10.033 --> 30:11.700
ENGINEERS, AND YOU ARE VERY

30:11.700 --> 30:13.100
PASSIONATE ABOUT THIS.

30:13.100 --> 30:15.500
>> YES, I AM.

30:15.500 --> 30:18.967
I AM A NATIVE LOUISIANAN AND A

30:18.967 --> 30:21.000
CHEMICAL ENGINEER.

30:21.000 --> 30:22.367
I BELIEVE -- I'M HERE TODAY

30:22.367 --> 30:23.367
BECAUSE I BELIEVE THAT

30:23.367 --> 30:24.667
ENGINEERING IS AN AMAZING

30:24.667 --> 30:25.900
CAREER FOR ALL GIRLS.

30:25.900 --> 30:27.800
I AM A MEMBER OF THE SOCIETY OF

30:27.800 --> 30:28.767
WOMEN ENGINEERS.

30:28.767 --> 30:31.367
AS PART OF THE SOCIETY OF WOMEN

30:31.367 --> 30:32.733
ENGINEERS, OUTREACH LOCALLY

30:32.733 --> 30:35.000
HERE, I COACH AN ALL-GIRLS

30:35.000 --> 30:38.867
FIRST LEGO LEAD ROBOTICS TEAM

30:38.867 --> 30:40.433
WITH THE GIRL SCOUTS.

30:40.433 --> 30:41.900
ONE THING I NOTICED, EVEN WITH

30:41.900 --> 30:43.800
ALL OF THE OUTREACH THAT WE ARE

30:43.800 --> 30:45.600
DOING, STILL ONLY 30% OF

30:45.600 --> 30:48.133
PARTICIPANTS IN THE PROGRAMS

30:48.133 --> 30:51.467
ARE GIRLS, AND OVERALL, ONLY

30:51.467 --> 30:54.067
ABOUT 10% OF ENGINEERS ARE

30:54.067 --> 30:54.500
WOMEN.

30:54.500 --> 30:55.867
A LOT OF RESEARCH HAS BEEN DONE

30:55.867 --> 30:57.367
AND A LOT OF THEORIES MADE

30:57.367 --> 30:59.533
ABOUT WHY, WHY IS THIS?

30:59.533 --> 31:02.767
AND RESEARCH HAS SHOWN THAT

31:02.767 --> 31:04.933
GIRLS AS YOUNG AS SIX, PRONE TO

31:04.933 --> 31:07.200
SUBCONSCIOUS BIAS THAT CAN HURT

31:07.200 --> 31:08.867
THEIR MATHIBILITY.

31:08.867 --> 31:10.033
WHAT IS BEING DOWN IN LOUISIANA

31:10.033 --> 31:11.700
TO ADDRESS THIS ISSUE AND

31:11.700 --> 31:13.800
EDUCATE TEACHERS, THE GIRLS

31:13.800 --> 31:14.900
THEMSELVES, PARENTS IN THE

31:14.900 --> 31:18.200
PUBLIC ABOUT THIS BIAS?

31:18.200 --> 31:23.667
>> WE DON'T HAVE -- WE DON'T

31:23.667 --> 31:25.633
HAVE THE LUXURY TO IGNORE ANY

31:25.633 --> 31:26.967
GROUP OF PEOPLE FROM OUR

31:26.967 --> 31:28.200
EDUCATION AND TRAINING SYSTEM

31:28.200 --> 31:30.400
IF WE ARE GOING TO MEET THE

31:30.400 --> 31:31.933
DEMAND NOT JUST FOR STEM FIELDS

31:31.933 --> 31:33.367
BUT ALL OF THE OTHER JOBS OUT

31:33.367 --> 31:34.467
THERE THAT ARE ALSO VERY

31:34.467 --> 31:36.067
IMPORTANT FOR THE HEALTH AND

31:36.067 --> 31:38.467
VITALITY OF OUR COMMUNITY.

31:38.467 --> 31:39.600
THERE IS NOT ONE GROUP.

31:39.600 --> 31:41.867
IN LOUISIANA, WE HAVE MAYBE

31:41.867 --> 31:43.267
600,000 ADULTS WHO DON'T EVEN

31:43.267 --> 31:45.967
HAVE A GED.

31:45.967 --> 31:48.400
THEY ARE NOT CONTRIBUTING MUCH

31:48.400 --> 31:50.467
TO THEIR OWN LIVELIHOOD, LET

31:50.467 --> 31:51.800
ALONE THE WELL BEING OF THEIR

31:51.800 --> 31:52.300
COMMUNITIES.

31:52.300 --> 31:53.400
THEY DON'T HAVE THE CAPACITY TO

31:53.400 --> 31:54.367
DO THAT VERY OFTEN.

31:54.367 --> 31:55.567
WE HAVE TO GET THEM BACK INTO

31:55.567 --> 31:56.533
THE WORK FORCE.

31:56.533 --> 32:00.133
MANY OF THOSE PEOPLE ARE WOMEN.

32:00.133 --> 32:01.533
HIGH SCHOOL KIDS WHO DON'T KNOW

32:01.533 --> 32:03.233
WHAT THEY WANT TO DO.

32:03.233 --> 32:04.900
WE HAVE TO MAKE SURE THROUGH

32:04.900 --> 32:06.400
TOOLS LIKE LOUISIANA CONNECT

32:06.400 --> 32:07.733
AND LOUISIANA STAR JOBS AND

32:07.733 --> 32:09.133
CAREER COACHING AND ALL OF

32:09.133 --> 32:11.000
THESE MECHANISMS AVAILABLE TO

32:11.000 --> 32:14.967
US THAT THEY UNDERSTAND THE

32:14.967 --> 32:17.200
FULL BREADTH.

32:17.200 --> 32:17.767
OPPORTUNITIES.

32:17.767 --> 32:19.433
ONE THING THAT WOULD BE

32:19.433 --> 32:21.333
BENEFICIAL, SPEAK ABOUT

32:21.333 --> 32:23.267
DIVERSITY, INDUSTRY UNDERSTANDS

32:23.267 --> 32:25.233
THE VALUE OF DIVERSITY

32:25.233 --> 32:25.800
COMPLETELY.

32:25.800 --> 32:26.833
COMPANIES COME TO LOUISIANA,

32:26.833 --> 32:28.400
ONE OF THEIR CHIEF GOALS IS

32:28.400 --> 32:29.667
DIVERSITY IN THE WORK FORCE

32:29.667 --> 32:31.267
THAT WE ARE ABLE TO PROVIDE AS

32:31.267 --> 32:32.000
A STATE.

32:32.000 --> 32:33.233
THEY WANT TO HIT CERTAIN

32:33.233 --> 32:34.467
STRETCH TARGETS.

32:34.467 --> 32:36.400
I THINK IF WE DID A BETTER JOB

32:36.400 --> 32:38.267
OF EXPLAINING TO YOUNG GIRLS

32:38.267 --> 32:39.733
THAT THE FACT THAT YOU ARE A

32:39.733 --> 32:40.967
GIRL, MEANS THAT YOU ARE GOING

32:40.967 --> 32:43.800
TO BE LOOKED AT HARD FOR THESE

32:43.800 --> 32:44.767
JOBS.

32:44.767 --> 32:45.833
HERE IS AN OPPORTUNITY.

32:45.833 --> 32:47.433
NOW, THE FACT IS THAT WE HAVE A

32:47.433 --> 32:49.000
LOT OF JOBS, WE HAVE MORE JOBS

32:49.000 --> 32:50.433
THAN WE HAVE UNEMPLOYED PEOPLE.

32:50.433 --> 32:51.767
THAT IS NOT A BAD THING.

32:51.767 --> 32:53.267
I WOULD DISAGREE ON THAT.

32:53.267 --> 32:54.933
THAT IS THE TESTAMENT TO THE

32:54.933 --> 32:56.167
OPPORTUNITIES THAT WE HAVE.

32:56.167 --> 32:57.400
THAT DOESN'T MEAN WE'RE

32:57.400 --> 32:58.067
STRUGGLING.

32:58.067 --> 32:59.467
IT MEANS WE HAVE OPPORTUNITIES.

32:59.467 --> 33:01.567
AND GIRLS NEED TO UNDERSTAND

33:01.567 --> 33:02.433
THAT THOSE OPPORTUNITIES ARE

33:02.433 --> 33:03.400
EVEN GREATER FOR THEM.

33:03.400 --> 33:07.100
>> THERE IS SOME SORT OF

33:07.100 --> 33:08.467
DISCONNECT OUT THERE.

33:08.467 --> 33:10.300
WE SAW THE YOUNG GIRL AT

33:10.300 --> 33:12.167
GLASGOW SAY THAT SHE INITIALLY

33:12.167 --> 33:13.600
THOUGHT THAT SCIENCE WAS HARD.

33:13.600 --> 33:17.067
FORTUNATELY FOR HER, SHE HAD A

33:17.067 --> 33:18.700
TEACHER WHO IS VERY

33:18.700 --> 33:20.067
ENTHUSIASTIC AND EXCITED ABOUT

33:20.067 --> 33:20.500
SCIENCE.

33:20.500 --> 33:21.300
THEY HAD STEM NIGHT.

33:21.300 --> 33:22.700
AND NOW SHE IS VERY INTERESTED

33:22.700 --> 33:24.233
IN BECOMING A NURSE.

33:24.233 --> 33:27.267
SO, YES, DO YOU WANT TO SPEAK

33:27.267 --> 33:28.567
TO THAT?

33:28.567 --> 33:30.433
>> VERY FAMILIAR WITH -- WITH

33:30.433 --> 33:37.167
THE GREAT, GREAT ORGANIZATION.

33:37.167 --> 33:41.167
WE HAD WOMEN ENGINEERS FROM DOW

33:41.167 --> 33:44.067
AT A LOCAL HIGH SCHOOL TALKING

33:44.067 --> 33:45.500
TO GIRLS.

33:45.500 --> 33:47.900
THAT WAY THE COUNSELLOR IS A

33:47.900 --> 33:49.567
BARRIER PERHAPS OR MOM IS A

33:49.567 --> 33:51.433
BARRIER PERHAPS, WE WILL CREATE

33:51.433 --> 33:52.500
ENVIRONMENTS WHERE WE CAN STILL

33:52.500 --> 33:53.567
TALK ABOUT THE POSITIVE.

33:53.567 --> 33:55.367
I THINK IT IS REAL IMPORTANT

33:55.367 --> 33:57.067
FOR OUR INDUSTRY PARTNERS IN

33:57.067 --> 34:00.267
THE AREA TO HAVE THE DIVERSITY

34:00.267 --> 34:00.833
NETWORKS.

34:00.833 --> 34:01.700
WE HAVE THOSE.

34:01.700 --> 34:04.267
WE HAVE THE AFRICAN AMERICAN

34:04.267 --> 34:05.000
NETWORK.

34:05.000 --> 34:06.667
THE WOMEN INNOVATION NETWORK.

34:06.667 --> 34:08.767
TO GET THOSE DIVERSITY NETWORKS

34:08.767 --> 34:10.100
OUT IN THE COMMUNITY, TALKING

34:10.100 --> 34:11.633
ABOUT WHAT THEY DO EVERY DAY.

34:11.633 --> 34:13.167
TALKING ABOUT HOW THEY GOT

34:13.167 --> 34:13.633
THERE.

34:13.633 --> 34:15.533
AND HOW DOES A WOMAN, WHO WORKS

34:15.533 --> 34:17.567
SHIFT WORK AT DOW, STILL TAKE

34:17.567 --> 34:19.400
CARE OF HER TWO SMALL CHILDREN?

34:19.400 --> 34:20.400
BECAUSE THAT'S REAL.

34:20.400 --> 34:21.833
AND, SO, IT IS GOING TO TAKE

34:21.833 --> 34:23.467
PEOPLE IN THE WORKPLACE ALREADY

34:23.467 --> 34:24.700
TO TALK ABOUT THOSE THINGS.

34:24.700 --> 34:26.533
>> I JUST WANTED TO SAY, ONE OF

34:26.533 --> 34:28.433
THE FOCUS OF THE PROGRAM THAT I

34:28.433 --> 34:31.500
MENTIONED TO YOU EARLIER IS ON

34:31.500 --> 34:32.100
DIVERSITY.

34:32.100 --> 34:33.567
I SIT ON THE BOARD OF A YOUNG

34:33.567 --> 34:36.367
WOMAN WHO IS A PROFESSOR AT

34:36.367 --> 34:36.767
UCLA.

34:36.767 --> 34:38.667
ONE THING SHE HAS SHOWN BY

34:38.667 --> 34:39.900
RESEARCH IS THAT DIVERSITY IS

34:39.900 --> 34:41.000
THE KEY TO LEARNING.

34:41.000 --> 34:42.833
WHY IS THAT TRUE?

34:42.833 --> 34:45.000
WELL, IT'S TRUE BECAUSE IF YOU

34:45.000 --> 34:46.467
ARE AROUND PEOPLE WHO THINK

34:46.467 --> 34:47.667
DIFFERENTLY THAN YOU DO, YOU

34:47.667 --> 34:49.300
ARE GOING TO MAKE ARGUMENTS IN

34:49.300 --> 34:51.200
TERMS OF WHATEVER FIELD YOU'RE

34:51.200 --> 34:53.800
IN, THEN YOU HAVE TO BE ON YOUR

34:53.800 --> 34:55.367
TOES TO BE ABLE TO MAKE AN

34:55.367 --> 34:57.133
ARGUMENT TO SOMEONE WHO IS VERY

34:57.133 --> 34:58.100
DIFFERENT THAN YOU.

34:58.100 --> 34:59.100
BECAUSE OTHERWISE, YOU CAN'T

34:59.100 --> 35:00.933
HOLD YOUR ARGUMENT.

35:00.933 --> 35:02.633
SO SHE HAS SHOWN BY RESEARCH --

35:02.633 --> 35:04.500
WHAT WE HAVE DONE IN OUR

35:04.500 --> 35:06.100
PROGRAM IS FOCUS ON DIVERSITY.

35:06.100 --> 35:07.833
IF YOU LOOK AT THE POPULATION

35:07.833 --> 35:10.100
OF STUDENTS RIGHT OUT HERE.

35:10.100 --> 35:11.667
THERE ARE MANY WOMEN AS THERE

35:11.667 --> 35:12.400
ARE MEN.

35:12.400 --> 35:14.300
THERE IS A GREAT DIVERSITY IN

35:14.300 --> 35:15.133
TERMS OF RACE.

35:15.133 --> 35:17.167
GREAT DIVERSITY IN TERMS OF

35:17.167 --> 35:18.367
RELIGIONS, AND WHAT WE HAVE

35:18.367 --> 35:22.233
DONE IS CREATED A ENVIRONMENT

35:22.233 --> 35:23.600
WHERE THE USE -- USE THIS

35:23.600 --> 35:25.800
DIVERSITY TO PROMOTE THE WHOLE

35:25.800 --> 35:27.167
FIELD OF STEM AND CHALLENGE

35:27.167 --> 35:28.233
EACH OTHER.

35:28.233 --> 35:29.700
AND THESE STUDENTS ARE

35:29.700 --> 35:30.933
PERFORMING INCREDIBLY WELL.

35:30.933 --> 35:32.800
WE HAVE HAD 250 STUDENTS COME

35:32.800 --> 35:35.933
OUT OF THIS PROGRAM.

35:35.933 --> 35:38.367
ROUGHLY ABOUT 37 -- I'M SORRY,

35:38.367 --> 35:40.133
43% OF THEM HAVE COME OUT WITH

35:40.133 --> 35:42.600
A 3.7 GRADE POINT AVERAGE OR

35:42.600 --> 35:45.133
BETTER IN THE STEM FIELD.

35:45.133 --> 35:47.633
WE HAVE A GRADUATION RATE,

35:47.633 --> 35:51.067
WHICH IS 92%, TWICE THAT OF ANY

35:51.067 --> 35:53.833
OTHER PROGRAM IN THE COUNTRY

35:53.833 --> 35:55.000
AND THREE TIMES MORE THAN SOME

35:55.000 --> 35:57.300
OF THE MOST SELECTED PROGRAMS.

35:57.300 --> 36:00.000
SO, WE HAVE BEEN VERY EFFECTIVE

36:00.000 --> 36:00.967
INCLUDING WOMEN.

36:00.967 --> 36:02.900
WE HAVE BEEN VERY EFFECTIVE IN

36:02.900 --> 36:04.200
INCLUDING MINORITIES.

36:04.200 --> 36:05.867
GRADUATION RATE FOR MINORITIES

36:05.867 --> 36:07.733
OUT OF OUR PROGRAM, FOR WOMEN

36:07.733 --> 36:09.367
OUT OF OUR PROGRAM, FOR

36:09.367 --> 36:11.333
MAJORITY OUT OF OUR PROGRAM,

36:11.333 --> 36:11.867
92%.

36:11.867 --> 36:13.700
EXACTLY THE SAME.

36:13.700 --> 36:16.667
WE HAVE ELIMINATED THE

36:16.667 --> 36:18.000
DISPARITY, WHICH YOU SEE IN

36:18.000 --> 36:19.933
MANY OTHER PROGRAMS ACROSS THE

36:19.933 --> 36:20.400
COUNTRY.

36:20.400 --> 36:21.700
>> YOU MADE A VERY IMPORTANT

36:21.700 --> 36:22.933
STATEMENT WHEN YOU SAID THAT

36:22.933 --> 36:24.167
THE YOUNG LADY SAID UNTIL SHE

36:24.167 --> 36:26.200
HAD A TEACHER THAT WAS EXCITED,

36:26.200 --> 36:27.767
AND I JUST GOT THROUGH HAVING A

36:27.767 --> 36:30.133
MEETING WITH ELEMENTARY

36:30.133 --> 36:31.467
TEACHERS THIS PAST WEEK, AND WE

36:31.467 --> 36:33.033
WERE TALKING ABOUT INFUSING

36:33.033 --> 36:35.333
THEIR DAY WITH SOME STEM.

36:35.333 --> 36:36.933
AND THEY FROZE IMMEDIATELY.

36:36.933 --> 36:38.100
AND THEY SAID I DON'T KNOW

36:38.100 --> 36:38.933
ANYTHING ABOUT THAT.

36:38.933 --> 36:41.367
AND I THINK WE DO A GREAT

36:41.367 --> 36:43.367
INSERVICE TO OUR STUDENTS, AT

36:43.367 --> 36:46.533
THE ELEMENTARY LEVEL, ELA,

36:46.533 --> 36:48.033
DOUBLE BLOCKING MATH AND THERE

36:48.033 --> 36:49.500
IS NO REAL SCIENCE,

36:49.500 --> 36:50.700
ENGINEERING, ANYTHING TAKING

36:50.700 --> 36:52.867
PLACE AT THE ELEMENTARY GRADES

36:52.867 --> 36:54.267
AND THEY BECOME AFRAID OF IT.

36:54.267 --> 36:57.300
THEIR TEACHERS ARE AFRAID OF

36:57.300 --> 36:57.633
IT.

36:57.633 --> 36:58.467
IT IS NOT THEIR FAULT.

36:58.467 --> 37:00.933
I SPENT A GOOD BIT OF TIME

37:00.933 --> 37:02.000
COLLABORATING WITH AN

37:02.000 --> 37:03.033
ENGINEERING COLLEAGUE AND WE

37:03.033 --> 37:08.867
DID WORKSHOPS ON TEACHERS TO

37:08.867 --> 37:10.800
INFUSE THEIR CURRICULUM -- I

37:10.800 --> 37:12.267
THINK WE HAVE TO RETHINK WHAT

37:12.267 --> 37:14.800
IS GOING ON AT THE ELEMENTARY

37:14.800 --> 37:15.900
GRADE SO THAT THESE KIDS ARE

37:15.900 --> 37:17.367
NOT AFRAID OF IT, THEIR

37:17.367 --> 37:19.167
TEACHERS ARE NOT AFRAID OF IT,

37:19.167 --> 37:21.300
AND THEY CAN TRANSITION INTO DO

37:21.300 --> 37:23.367
GREAT STEM STUFF.

37:23.367 --> 37:25.000
WHEN THEY GET A GOOD TEACHER

37:25.000 --> 37:26.367
DOING SCIENCE, NOT JUST

37:26.367 --> 37:28.033
DEFINING WORDS AND ANSWERING

37:28.033 --> 37:29.833
QUESTIONS AND WORKSHEETS, BUT

37:29.833 --> 37:31.067
DOING THE SCIENCE AND

37:31.067 --> 37:32.467
ENGINEERING, THAT IS WHEN WE

37:32.467 --> 37:33.367
SEE THINGS CHANGE.

37:33.367 --> 37:35.867
>> THIS SUMMER WE ARE TRAINING

37:35.867 --> 37:38.300
800 TEACHERS IN ADVANCED

37:38.300 --> 37:40.000
PLACEMENT STEM FOCUS COURSES.

37:40.000 --> 37:41.200
THEY WILL LEARN HOW TO DELIVER

37:41.200 --> 37:43.267
ONE OF THESE RIGOROUS ADVANCE

37:43.267 --> 37:44.200
PLACEMENT COURSES.

37:44.200 --> 37:46.200
WE TALKED ABOUT SOME

37:46.200 --> 37:46.800
INCENTIVES.

37:46.800 --> 37:47.900
RECENT LEGISLATION WAS PASSED

37:47.900 --> 37:49.567
WITH SENATE BILL 202.

37:49.567 --> 37:51.333
WHAT THAT IS DOING FOR STUDENTS

37:51.333 --> 37:53.600
THAT TAKE ADVANCED COURSEWORK

37:53.600 --> 37:55.467
IN HIGH SCHOOL, THEY NOW GET A

37:55.467 --> 37:57.767
WEIGHTED GPA FOR THOSE COURSES

37:57.767 --> 38:00.867
IN THEIR TOP -- IN THE TOP

38:00.867 --> 38:03.733
SCHOLARSHIP PROGRAM.

38:03.733 --> 38:06.300
THEY ARE RECOGNIZING THESE

38:06.300 --> 38:08.433
ADVANCED PLACEMENT AND COLLEGE

38:08.433 --> 38:10.100
DUEL ENROLLMENT COURSES.

38:10.100 --> 38:11.200
>> THANK YOU.

38:11.200 --> 38:11.733
BETH.

38:11.733 --> 38:15.500
>> I HAVE BEEN ANXIOUSLY

38:15.500 --> 38:20.267
WANTING YOU TO COME OVER HERE.

38:20.267 --> 38:24.067
ACTUAL CHEMICAL ENGINEER --

38:24.067 --> 38:27.000
>> I'M A RECENT GRADUATE OF

38:27.000 --> 38:30.133
CHEMICAL ENGINEERING AT LSU.

38:30.133 --> 38:31.867
WHILE AT LSU, PART OF THE

38:31.867 --> 38:33.500
STUDENT CHAPTER OF THE SOCIETY

38:33.500 --> 38:35.733
OF WOMEN ENGINEERS AND PART OF

38:35.733 --> 38:37.433
DIVERSITY AMBASSADORS AT THE

38:37.433 --> 38:39.233
COLLEGE OF ENGINEERING.

38:39.233 --> 38:41.800
ANOTHER PART WHILE AT LSU, ACT

38:41.800 --> 38:42.267
TUTOR.

38:42.267 --> 38:44.400
AND I REALIZED THAT WHEN I WAS

38:44.400 --> 38:46.300
TRYING TO LIKE SHOW THEM, YOU

38:46.300 --> 38:47.600
KNOW, CERTAIN MATH PROBLEM AND

38:47.600 --> 38:49.333
EXPLAIN TO THEM WHY THEY GOT IT

38:49.333 --> 38:52.333
WRONG, I NOTICED THAT THEY

38:52.333 --> 38:54.400
UNDERSTOOD THE PROBLEM

38:54.400 --> 38:55.467
CONCEPTUALLY, AND THEY COULD

38:55.467 --> 38:56.600
TELL ME I NEED TO GET FROM HERE

38:56.600 --> 38:58.833
TO HERE, BUT THEY LACKED THE

38:58.833 --> 38:59.667
FUNDAMENTAL KNOWLEDGE.

38:59.667 --> 39:01.900
ONE PROBLEM IS THAT THEY

39:01.900 --> 39:04.833
COULDN'T LIKE DIVIDE FRACTIONS

39:04.833 --> 39:06.833
AND ANALYZE THE GRAPHS.

39:06.833 --> 39:09.000
THEY KNEW THEY NEEDED TO GET TO

39:09.000 --> 39:10.367
A CERTAIN POINT BUT DIDN'T KNOW

39:10.367 --> 39:11.667
HOW TO DO THAT.

39:11.667 --> 39:13.300
AS LEADERS IN EDUCATION, WHAT

39:13.300 --> 39:14.767
DOES THAT SAY TO YOU AND HOW DO

39:14.767 --> 39:17.267
YOU THINK THAT SHOULD BE

39:17.267 --> 39:17.733
SOLVED?

39:17.733 --> 39:18.767
>> THIS IS WHAT I WAS REFERRING

39:18.767 --> 39:19.367
TO EARLIER.

39:19.367 --> 39:21.867
THAT WE'RE NOT DOING OUR JOBS

39:21.867 --> 39:23.833
AT THE LOWER AREAS.

39:23.833 --> 39:27.000
WE'RE NOT ENCOURAGING OUR

39:27.000 --> 39:28.333
STUDENTS TO TAKE THOSE

39:28.333 --> 39:29.467
SO-CALLED TOUGH COURSES THAT

39:29.467 --> 39:31.033
ARE NEEDED IN THE MATHEMATICS

39:31.033 --> 39:32.400
AREA TO HAVE THE FOUNDATION TO

39:32.400 --> 39:34.033
DO EXACTLY WHAT YOU ARE TALKING

39:34.033 --> 39:34.667
ABOUT.

39:34.667 --> 39:36.533
AND NO MATTER HOW MUCH WE FOOL

39:36.533 --> 39:38.233
OURSELVES IN LOUISIANA, WE ARE

39:38.233 --> 39:40.233
NOT DOING AN ADEQUATE JOB.

39:40.233 --> 39:41.567
AND THAT IS A FACT.

39:41.567 --> 39:44.267
NOT ONLY CAN I STATE THIS, BUT

39:44.267 --> 39:45.400
STATISTICS BASICALLY SUPPORTS

39:45.400 --> 39:46.433
WHAT I'M SAYING.

39:46.433 --> 39:48.667
IN THE JAPANESE SOCIETY, THE

39:48.667 --> 39:52.767
MOST REVEERED PERSONS ARE THE

39:52.767 --> 39:54.400
TEACHERS.

39:54.400 --> 39:56.700
AND WE NEED TO GET TO THAT

39:56.700 --> 39:58.133
POINT HERE WHERE WE PAY OUR

39:58.133 --> 39:59.400
TEACHERS WHAT THEY'RE WORTH.

39:59.400 --> 40:01.033
WE DO AN EXCELLENT JOB OF

40:01.033 --> 40:02.500
TRAINING SCIENCE TEACHERS IN

40:02.500 --> 40:03.000
LOUISIANA.

40:03.000 --> 40:03.700
WHAT HAPPENS?

40:03.700 --> 40:07.400
THEY GO TO TEXAS AND MAKE 30%

40:07.400 --> 40:09.033
MORE THAN THEY MAKE HERE IN

40:09.033 --> 40:09.733
LOUISIANA.

40:09.733 --> 40:11.833
WE NEED TO PAY OUR TEACHERS,

40:11.833 --> 40:13.300
PARTICULARLY OUR STEM TEACHERS,

40:13.300 --> 40:15.600
THEY ARE A VERY VALUABLE

40:15.600 --> 40:17.433
RESOURCE, WE NEED TO PAY THEM

40:17.433 --> 40:19.100
MORE, AND WE KEEP THE BEST

40:19.100 --> 40:20.267
PEOPLE HERE IN THIS STATE AND

40:20.267 --> 40:22.800
DO A BETTER JOB AT THE

40:22.800 --> 40:23.900
ELEMENTARY AND HIGH SCHOOL

40:23.900 --> 40:26.333
LEVEL OF GETTING BETTER

40:26.333 --> 40:26.767
TEACHERS.

40:26.767 --> 40:28.433
>> WE ARE STILL HAVING

40:28.433 --> 40:29.633
ELEMENTARY SCHOOLTEACHERS WHO

40:29.633 --> 40:31.533
DON'T HAVE TO TAKE ANY ADVANCED

40:31.533 --> 40:32.067
MATH.

40:32.067 --> 40:33.133
ISN'T THAT STILL A PROBLEM --

40:33.133 --> 40:34.667
>> YES, AND I WOULD LIKE TO GO

40:34.667 --> 40:36.567
BACK TO THE SCENARIO THAT YOU

40:36.567 --> 40:38.333
OUTLINED WHERE, YOU KNOW,

40:38.333 --> 40:41.333
STUDENTS ARE COMING TO LSU AND

40:41.333 --> 40:44.633
THEY CAN'T DO SOME OF THE ENTRY

40:44.633 --> 40:46.167
LEVEL FRESHMEN MATH THAT IS

40:46.167 --> 40:46.667
THERE.

40:46.667 --> 40:47.900
THAT GOES BACK TO WHAT I WAS

40:47.900 --> 40:49.133
ALLUDING TO EARLIER.

40:49.133 --> 40:50.633
IN LOUISIANA, THREE DIFFERENT

40:50.633 --> 40:52.633
DIPLOMA MATHWAYS.

40:52.633 --> 40:54.767
VERY CONFUSE -- PATHWAYS.

40:54.767 --> 40:57.333
CONFUSING FOR PARENTS,

40:57.333 --> 40:59.133
STUDENTS, COUNSELLORS, ETC.

40:59.133 --> 41:00.633
WE WANT TO MOVE IN THE

41:00.633 --> 41:02.300
DIRECTION WITH ONE LOUISIANA

41:02.300 --> 41:04.867
DIPLOMA, TWO CAREER TRACKS IN

41:04.867 --> 41:05.200
IT.

41:05.200 --> 41:06.833
ONE A CAREER TRACK AND THE

41:06.833 --> 41:09.667
SECOND ONE A COLLEGE TRACK.

41:09.667 --> 41:11.367
COLLEGE TRACK WILL ALIGN WITH

41:11.367 --> 41:13.200
TOPS AND THE RIGOROUS ENTRANCE

41:13.200 --> 41:15.033
REQUIREMENTS THAT THERE ARE.

41:15.033 --> 41:16.333
STUDENTS CAN GRADUATE WITH A

41:16.333 --> 41:18.233
CORE FOUR DIPLOMA, COLLEGE

41:18.233 --> 41:20.367
TRACK DIPLOMA, BUT YET STILL

41:20.367 --> 41:23.033
NOT MEET REQUIREMENTS FOR A TOP

41:23.033 --> 41:23.600
SCHOLARSHIP.

41:23.600 --> 41:25.467
WE WANT TO HAVE THAT RIGOR IN

41:25.467 --> 41:25.967
THERE.

41:25.967 --> 41:29.067
WE TALKED ABOUT INCENTIVIZING.

41:29.067 --> 41:30.900
WE ARE TRAINING 800 TEACHERS IN

41:30.900 --> 41:32.833
THE ADVANCED PLACEMENT

41:32.833 --> 41:33.433
COURSEWORK.

41:33.433 --> 41:34.833
150 OF THOSE ARE ACTUALLY

41:34.833 --> 41:36.367
MIDDLE SCHOOLTEACHERS BEING

41:36.367 --> 41:38.167
TRAINED IN PRE-ADVANCED

41:38.167 --> 41:39.233
PLACEMENT COURSE WORK.

41:39.233 --> 41:40.600
BUT TRAINING THOSE TEACHERS.

41:40.600 --> 41:43.067
THE STUDENTS, THEY'RE

41:43.067 --> 41:44.600
INCENTIVIZED TO TAKE THIS

41:44.600 --> 41:45.067
COURSE WORK.

41:45.067 --> 41:47.000
WHEN THEY GO TO GET A TOPS

41:47.000 --> 41:48.167
SCHOLARSHIP, THE COURSES WILL

41:48.167 --> 41:51.600
BE WEIGHTED IN THE GPA, AND

41:51.600 --> 41:53.600
ALSO IN THE SCHOOL

41:53.600 --> 41:54.900
ACCOUNTABILITY FORMULA.

41:54.900 --> 41:57.967
STUDENTS PARTICIPATING IN THESE

41:57.967 --> 42:03.533
RIGOROUS COURSES, EXTRA

42:03.533 --> 42:04.000
WEIGHT --

42:04.000 --> 42:05.533
>> COMMENTS ABOUT MATH, THAT IS

42:05.533 --> 42:09.067
NOT TRUE ONLY FOR ENGINEERS, EM

42:09.067 --> 42:12.933
EM -- CHEMISTS AND DOCTORS,

42:12.933 --> 42:14.567
RESEARCH SCIENTISTS.

42:14.567 --> 42:17.633
IT IS TRUE FOR PIPE FITTER,

42:17.633 --> 42:20.967
WELDERS, 86,000 INDUSTRIAL

42:20.967 --> 42:22.167
CONSTRUCTION JOBS WE NEED TO

42:22.167 --> 42:22.633
FILL.

42:22.633 --> 42:25.667
THAT IS TRUE ACROSS THE BOARD.

42:25.667 --> 42:26.600
I DON'T THINK ANYBODY THINKS

42:26.600 --> 42:28.733
THAT ANYBODY IS COMING OUT

42:28.733 --> 42:29.967
FULLY PREPARED.

42:29.967 --> 42:33.367
MASSIVE AMOUNTS OF

42:33.367 --> 42:33.967
RESTRUCTURING.

42:33.967 --> 42:35.733
THEY HAVE TO START AT A

42:35.733 --> 42:37.267
COMMUNITY, OR TECHNICAL COLLEGE

42:37.267 --> 42:38.600
THAT IS A BETTER ENVIRONMENT

42:38.600 --> 42:43.033
FOR THOSE KIDS TO GET THOSE

42:43.033 --> 42:43.667
SKILLS.

42:43.667 --> 42:44.633
DROP-OUT RATE FROM THE

42:44.633 --> 42:45.900
UNIVERSITY THAT IS TOO HIGH,

42:45.900 --> 42:48.267
JUST AS FROM OUR HIGH SCHOOLS.

42:48.267 --> 42:50.700
AND THIS FOCUS ON FOUNDATIONAL

42:50.700 --> 42:51.900
IMPROVEMENT IS -- IT IS WHERE

42:51.900 --> 42:53.067
IT ALL STARTS.

42:53.067 --> 42:55.733
IT STARTS IN ELEMENTARY SCHOOL.

42:55.733 --> 42:57.233
WE CAN'T BUILD A PERSON'S SKILL

42:57.233 --> 42:58.600
SETS IF THEY DON'T HAVE THOSE.

42:58.600 --> 43:01.000
WHAT WE ARE SEEING IS A CHANGE

43:01.000 --> 43:02.333
IN HOW WE APPROACH THAT IN

43:02.333 --> 43:02.900
LOUISIANA.

43:02.900 --> 43:03.733
>> THANK YOU SO MUCH.

43:03.733 --> 43:05.667
WE HAVE A LOT OF QUESTIONS.

43:05.667 --> 43:07.933
>> I WORK WITH LSU COLLEGE OF

43:07.933 --> 43:09.167
ENGINEERING OFFICE FOR

43:09.167 --> 43:10.467
DIVERSITY PROGRAM.

43:10.467 --> 43:11.733
SPECIFICALLY WITHIN MY ROLE, I

43:11.733 --> 43:13.267
WORK WITH A PRECOLLEGE

43:13.267 --> 43:14.733
ENGINEERING PROGRAMS.

43:14.733 --> 43:16.200
MY ONLY PERSONAL BACKGROUND,

43:16.200 --> 43:17.567
GRADUATE IN ENVIRONMENTAL

43:17.567 --> 43:18.700
ENGINEERING AND I WENT TO

43:18.700 --> 43:21.467
PRACTICE ENGINEERING FOR 3 1/2

43:21.467 --> 43:21.967
YEARS.

43:21.967 --> 43:28.333
I THEN WENT TO BE A TEACHER.

43:28.333 --> 43:32.267
WHEN WE TALK ABOUT FUNDAMENTALS

43:32.267 --> 43:33.100
FUNDAMENTALS, THEY ARE SCHOOLS

43:33.100 --> 43:35.467
SERVICING OUR STUDENTS WITH

43:35.467 --> 43:40.467
LOWER ECONOMIC STATUS -- -- ONE

43:40.467 --> 43:42.467
OF MY CONCERNS, NOT ONLY HOW DO

43:42.467 --> 43:44.067
WE INCREASE INTEREST IN STEM

43:44.067 --> 43:46.800
AMONGST THE STUDENTS IN THE

43:46.800 --> 43:48.233
SCHOOLS, BUT ONCE WE RECRUIT

43:48.233 --> 43:49.867
THEM INTO THE UNIVERSITY, HOW

43:49.867 --> 43:52.467
DO WE RETAIN THEM IN THE

43:52.467 --> 43:54.333
UNIVERSITY IN ORDER FOR THEM TO

43:54.333 --> 43:55.500
ULTIMATELY GET THE DEGREES THAT

43:55.500 --> 43:56.533
WOULD LEAD TO THE JOB?

43:56.533 --> 43:57.400
>> I WILL START.

43:57.400 --> 43:58.900
AND I WILL TAKE IT FROM A HIGH

43:58.900 --> 43:59.667
SCHOOL LEVEL.

43:59.667 --> 44:00.967
I'M SITTING HERE THINKING ABOUT

44:00.967 --> 44:03.067
EIGHTH GRADERS, WHEN THEY WERE

44:03.067 --> 44:04.633
COMING IN THE NEW TECH SCHOOL

44:04.633 --> 44:06.167
AND DID NOT HAVE FOUNDATIONAL

44:06.167 --> 44:07.567
SKILLS AND WE REALIZED RIGHT

44:07.567 --> 44:08.867
AWAY THAT WE WERE GOING TO HAVE

44:08.867 --> 44:10.633
TO BACK UP AND REGROUP.

44:10.633 --> 44:11.733
BUT ONCE WE HELD THEIR HAND

44:11.733 --> 44:13.900
THROUGH THAT FIRST YEAR AND

44:13.900 --> 44:15.933
THEY TASTED SUCCESS, THEY

44:15.933 --> 44:17.967
REALIZED THAT THIS HE WERE

44:17.967 --> 44:20.300
GOING TO BE ABLE TO DO

44:20.300 --> 44:20.800
SOMETHING.

44:20.800 --> 44:22.167
I THINK THAT IS PART OF THE

44:22.167 --> 44:22.733
EQUATION.

44:22.733 --> 44:23.800
WE HAVE TO GET THEM IN THERE

44:23.800 --> 44:25.400
AND LET THEM REALIZE WHAT THEY

44:25.400 --> 44:26.433
ARE CAPABLE OF DOING.

44:26.433 --> 44:30.400
IT IS OUR JOB AS TEACHERS AND

44:30.400 --> 44:31.867
EDUCATIONAL PARTNERS TO PUT THE

44:31.867 --> 44:33.733
BUFFET IN FRONT OF THEM AND SAY

44:33.733 --> 44:35.000
HERE ARE YOUR OPTIONS AND THINK

44:35.000 --> 44:35.667
ABOUT IT.

44:35.667 --> 44:36.733
THEY HAVE TO UNDERSTAND THAT

44:36.733 --> 44:37.733
THEY CAN DO IT.

44:37.733 --> 44:39.233
TOO MANY OF THEM HAVE GOTTEN

44:39.233 --> 44:40.800
TOO FAR THINKING THAT THEY'RE

44:40.800 --> 44:42.233
NOT CAPABLE OF DOING ANYTHING.

44:42.233 --> 44:43.900
I'M THINKING OF STUDENT AFTER

44:43.900 --> 44:45.933
STUDENT IN MY MIND RIGHT NOW ON

44:45.933 --> 44:48.133
A COMPLETELY DIFFERENT TRACK,

44:48.133 --> 44:48.900
DIFFERENT PATH.

44:48.900 --> 44:50.400
THEY ARE ADVOCATES FOR

44:50.400 --> 44:51.000
THEMSELVES.

44:51.000 --> 44:52.400
THEY SEE THEMSELVES AS

44:52.400 --> 44:52.967
SUCCESSFUL.

44:52.967 --> 44:53.967
THEY ARE GOING PLACES.

44:53.967 --> 44:55.300
THEY WILL GRADUATE FROM HIGH

44:55.300 --> 44:56.867
SCHOOL AND GOING TO POST

44:56.867 --> 44:58.233
SECONDARY TRAINING.

44:58.233 --> 44:59.667
IF THEY DID NOT HAVE THAT

44:59.667 --> 45:01.100
ORIGINAL EXPERIENCE OF SUCCESS

45:01.100 --> 45:02.800
WHEN THEY GOT INTO THE LEARNING

45:02.800 --> 45:03.867
ENVIRONMENT, I TRULY BELIEVE

45:03.867 --> 45:04.867
THEY WOULDN'T BE THERE.

45:04.867 --> 45:06.400
MIDDLE GRADE, HIGH SCHOOL,

45:06.400 --> 45:07.500
UNIVERSITY, WHATEVER, IF WE

45:07.500 --> 45:08.500
DON'T ALLOW THEM THAT

45:08.500 --> 45:10.100
OPPORTUNITY TO EXPERIENCE THAT

45:10.100 --> 45:11.333
SUCCESS, TO REALIZE WHAT

45:11.333 --> 45:12.500
THEY'RE CAPABLE OF, THEY'RE NOT

45:12.500 --> 45:13.633
GOING TO MAKE IT OUT.

45:13.633 --> 45:16.700
>> WELL, HELLO.

45:16.700 --> 45:18.367
I WANT TO SPEAK ON BEHALF OF

45:18.367 --> 45:20.633
JUST BEING IN THE SHOES OF A

45:20.633 --> 45:22.133
STUDENT IN HIGH SCHOOL AND

45:22.133 --> 45:24.333
SOMEONE WHO IS A GRADUATE IN

45:24.333 --> 45:25.133
BIOLOGICAL SCIENCES FROM

45:25.133 --> 45:26.067
SOUTHERN UNIVERSITY.

45:26.067 --> 45:28.700
WE HAVE SPOKEN A LOT ABOUT

45:28.700 --> 45:32.500
LSU -- THE PROGRAMS, BUT

45:32.500 --> 45:33.833
PERSONALLY, I'M A GRADUATE OF

45:33.833 --> 45:36.167
SOUTHERN UNIVERSITY, NUMBER ONE

45:36.167 --> 45:38.000
GRADUATE OF AFRICAN-AMERICANS

45:38.000 --> 45:40.167
IN ENGINEERING AND NUMBER ONE

45:40.167 --> 45:41.400
NURSING PROGRAM IN LOUISIANA

45:41.400 --> 45:42.167
FOUR TIMES IN A ROW.

45:42.167 --> 45:43.533
WE HAVE A PROGRAM THAT

45:43.533 --> 45:45.467
REACHES -- IT IS A PROGRAM

45:45.467 --> 45:46.900
BETWEEN LSU AND SOUTHERN

45:46.900 --> 45:49.167
UNIVERSITY THAT THE ENGINEERING

45:49.167 --> 45:51.100
CAN GET A DEGREE IN

45:51.100 --> 45:52.200
ENGINEERING, CHEMICAL

45:52.200 --> 45:53.600
ENGINEERING, AND IT IS A

45:53.600 --> 45:54.867
PROGRAM BETWEEN OUR ENGINEERING

45:54.867 --> 45:56.200
DEPARTMENT AND LSU.

45:56.200 --> 45:57.800
WE DON'T PERSONALLY HAVE A

45:57.800 --> 45:59.433
CHEMICAL ENGINEERING

45:59.433 --> 46:00.133
DEPARTMENT.

46:00.133 --> 46:02.367
SO STUDENTS TAKE CLASSES AT LSU

46:02.367 --> 46:03.533
AND ALSO AT SOUTHERN AND THEY

46:03.533 --> 46:05.000
CAN GRADUATE WITH A DEGREE IN

46:05.000 --> 46:06.433
CHEMICAL ENGINEERING.

46:06.433 --> 46:07.900
>> WHAT IS YOUR QUESTION.

46:07.900 --> 46:11.267
>> MY QUESTION IS WHAT OTHER

46:11.267 --> 46:12.933
PARTNERSHIPS LIKE THAT, WE CAN

46:12.933 --> 46:15.333
DO BETWEEN UNIVERSITIES TO

46:15.333 --> 46:16.367
DIVERSIFY THE WORK FORCE.

46:16.367 --> 46:17.533
>> THANK YOU.

46:17.533 --> 46:18.933
QUICK QUESTION -- ANSWER.

46:18.933 --> 46:21.033
>> I HAVE THE SAME PRIDE THAT

46:21.033 --> 46:22.033
YOU HAVE.

46:22.033 --> 46:23.033
I AM ALSO A GRADUATE OF

46:23.033 --> 46:24.367
SOUTHERN UNIVERSITY.

46:24.367 --> 46:25.933
IF IT WERE NOT FOR SOUTHERN

46:25.933 --> 46:27.167
UNIVERSITY I WOULD NOT BE

46:27.167 --> 46:28.333
SITTING ON THIS STAGE AND HAVE

46:28.333 --> 46:29.433
THE KIND OF EDUCATION THAT I

46:29.433 --> 46:30.333
HAVE HAD.

46:30.333 --> 46:34.100
WE HAVE A NUMBER OF

46:34.100 --> 46:36.900
PARTNERSHIPS, THE LS -- PROGRAM

46:36.900 --> 46:39.267
ALSO PARTNERS WITH SOUTHERN.

46:39.267 --> 46:41.833
THE PROGRAM -- WE HAVE A

46:41.833 --> 46:44.100
COMPONENT OF THAT,

46:44.100 --> 46:45.400
SUBCONTRACTED FROM SOUTHERN TO

46:45.400 --> 46:45.833
LSU.

46:45.833 --> 46:47.400
WE HAVE STUDENTS PARTICIPATING

46:47.400 --> 46:48.700
IN THAT PROGRAM OUT OF MY

46:48.700 --> 46:49.167
OFFICE.

46:49.167 --> 46:50.867
THERE ARE A NUMBER OF OTHER

46:50.867 --> 46:52.167
ACTIVITIES THAT WE HAVE BEEN

46:52.167 --> 46:53.533
INVOLVED WITH WITH SOUTHERN.

46:53.533 --> 46:55.800
>> NOT JUST PARTNERSHIPS

46:55.800 --> 46:57.433
BETWEEN THE FOUR-YEAR

46:57.433 --> 46:59.000
UNIVERSITIES, WE HAVE BEEN IN

46:59.000 --> 47:00.367
TALKS WITH LSU ABOUT

47:00.367 --> 47:01.567
PARTNERSHIPS WITH THE COMMUNITY

47:01.567 --> 47:04.267
AND TECHNICAL COLLEGES.

47:04.267 --> 47:05.833
BECAUSE IF WE'RE TRAINING

47:05.833 --> 47:07.300
SOMEONE AT THE COMMUNITY AND

47:07.300 --> 47:09.300
TECHNICAL COLLEGE LEVEL WITH A

47:09.300 --> 47:11.300
TWO-YEAR DEGREE, THAT PERSON,

47:11.300 --> 47:14.067
WHO STARTS OFF AS AN OPERATOR,

47:14.067 --> 47:15.800
PROCESS TECHNOLOGY DEGREE, MAY

47:15.800 --> 47:17.533
WANT TO BECOME AN ENGINEER.

47:17.533 --> 47:19.433
HOW DO WE USE THE SAME LEARNING

47:19.433 --> 47:21.967
TOOLS BETWEEN THAT TWO-YEAR

47:21.967 --> 47:23.800
DEGREE AND A FOUR-YEAR

47:23.800 --> 47:24.400
UNIVERSITY.

47:24.400 --> 47:25.700
I THINK -- THAT IS A GAP RIGHT

47:25.700 --> 47:26.000
NOW.

47:26.000 --> 47:26.867
WE NEED TO GET THERE.

47:26.867 --> 47:28.267
>> THANK YOU VERY MUCH.

47:28.267 --> 47:30.667
AND WE TALKED A LOT ABOUT THE

47:30.667 --> 47:31.700
UNIVERSITIES AND THE

47:31.700 --> 47:32.967
COLLABORATIONS, BUT ONE OF THE

47:32.967 --> 47:34.433
THINGS WE WANT TO DO IS TALK TO

47:34.433 --> 47:35.767
THE GENERAL PUBLIC ABOUT

47:35.767 --> 47:36.267
SCIENCE.

47:36.267 --> 47:38.300
BECAUSE THE WHOLE LEVEL OF

47:38.300 --> 47:39.867
UNDERSTANDING SCIENCE -- THINK

47:39.867 --> 47:41.067
YOU HAVE A GUEST OVER THERE --

47:41.067 --> 47:43.067
>> WE HAVE A QUESTION ABOUT

47:43.067 --> 47:43.667
ACCESS.

47:43.667 --> 47:44.867
SO, GIVE ME YOUR NAME AND TELL

47:44.867 --> 47:47.700
US WHO YOU ARE WITH.

47:47.700 --> 47:53.033
>> I AM THE DIRECTOR OF

47:53.033 --> 47:57.633
EDUCATION, SCIENCE CENTER,

47:57.633 --> 47:58.567
SHREVEPORT, LOUISIANA.

47:58.567 --> 48:00.500
MY QUESTION GOES TO RESOURCES.

48:00.500 --> 48:03.433
I AM THE COLLABORATIVE LEAD FOR

48:03.433 --> 48:05.633
LOUISIANA STEM GIRLS

48:05.633 --> 48:06.900
COLLABORATIVE PROJECT IN THE

48:06.900 --> 48:07.300
STATE.

48:07.300 --> 48:08.967
WE KNOW THERE ARE THESE GREAT

48:08.967 --> 48:10.400
POCKETS OF THINGS HAPPENING ALL

48:10.400 --> 48:11.733
OVER OUR STATE BUT NOBODY KNOWS

48:11.733 --> 48:15.667
ABOUT EEP -- EACH OTHER.

48:15.667 --> 48:17.167
WE HAVE AN ONLINE RESOURCE

48:17.167 --> 48:18.567
WHERE WE CONNECT THOSE PEOPLE

48:18.567 --> 48:19.867
TOGETHER AND GIVE THEM WAYS TO

48:19.867 --> 48:21.933
LEVERAGE RESOURCES, WE EVEN

48:21.933 --> 48:24.267
HAVE MINI GRAPHS AND THINGS.

48:24.267 --> 48:26.800
I'M ALSO THE GIRLS RISE NETWORK

48:26.800 --> 48:27.300
TRAINER.

48:27.300 --> 48:29.033
I TRAVEL AROUND ARKANSAS,

48:29.033 --> 48:30.900
TEXAS, OKLAHOMA, ALL OF

48:30.900 --> 48:34.300
LOUISIANA, TRAINING INFORMAL

48:34.300 --> 48:36.867
EDUCATORS LIKE MYSELF IN

48:36.867 --> 48:40.133
MUSEUMS, LIBRARIES, SCIENCE

48:40.133 --> 48:41.733
CENTERS ON HOW TO GET GIRLS

48:41.733 --> 48:42.467
INVOLVED IN STEM.

48:42.467 --> 48:45.400
I HAVE ALL OF THESE RESOURCES

48:45.400 --> 48:47.033
AND DIFFERENT VENUES FROM

48:47.033 --> 48:47.900
FORMAL TO INFORMAL.

48:47.900 --> 48:49.900
MY QUESTION IS, HOW DO I

48:49.900 --> 48:52.633
ACCESS -- HOW DO I SHARE THOSE

48:52.633 --> 48:53.133
RESOURCES?

48:53.133 --> 48:54.733
I HAVE MANY OF THE RESOURCES TO

48:54.733 --> 48:55.900
HELP OUT SOME OF THE THINGS

48:55.900 --> 48:58.400
THAT WE'RE TALKING ABOUT THIS

48:58.400 --> 48:58.967
EVENING.

48:58.967 --> 49:00.167
LIKE GETTING GIRLS INVOLVED IN

49:00.167 --> 49:02.267
STEM FROM ELEMENTARY, IN THE

49:02.267 --> 49:03.500
MIDDLE SCHOOL, BECAUSE WE KNOW

49:03.500 --> 49:04.800
ONCE THEY HIT THE MIDDLE

49:04.800 --> 49:06.233
SCHOOL, THEY HAVE DECIDED WHAT

49:06.233 --> 49:09.167
THEY ARE GOING TO DO AND WHAT

49:09.167 --> 49:10.133
THEY'RE NOT GOOD AT.

49:10.133 --> 49:11.533
HOW DO I DO THAT?

49:11.533 --> 49:13.467
>> WE HAVE OUR TEACHER TOOLBOX,

49:13.467 --> 49:15.433
WHICH IS FULL OF RESOURCES THAT

49:15.433 --> 49:17.300
WE HAVE POSTED TO THE WEB SITE.

49:17.300 --> 49:19.133
AND WE HAVE SOME DEDICATED

49:19.133 --> 49:22.467
PAGES ON OUR WEB SITE THAT

49:22.467 --> 49:24.533
ADDRESS EVERYTHING FROM STEM TO

49:24.533 --> 49:26.900
CAREER AND TECHNICAL EDUCATION,

49:26.900 --> 49:28.433
ADVANCED PLACEMENT,

49:28.433 --> 49:30.067
INTERNATIONAL BACCALAUREATE,

49:30.067 --> 49:31.233
AND IF -- WE REVIEW THEM AND

49:31.233 --> 49:32.233
GET THOSE OUT THERE.

49:32.233 --> 49:33.667
THEY SOUND VERY, VERY, LIKE

49:33.667 --> 49:35.067
VERY GOOD RESOURCES.

49:35.067 --> 49:35.567
>> THANK YOU.

49:35.567 --> 49:39.333
>> I WAS GOING TO SAY THAT AS

49:39.333 --> 49:40.100
WELL.

49:40.100 --> 49:41.533
A STATE SYSTEM, LIKE THE

49:41.533 --> 49:43.567
DEPARTMENT OF ED, WORK FORCE

49:43.567 --> 49:44.633
COMMISSION, AND ALSO THE

49:44.633 --> 49:45.833
LOUISIANA COMMUNITY AND

49:45.833 --> 49:48.067
TECHNICAL COLLEGE SYSTEM.

49:48.067 --> 49:49.500
THAT STATE SYSTEM CAN BRING

49:49.500 --> 49:50.833
PEOPLE FROM ALL OVER THE STATE

49:50.833 --> 49:52.667
IN ONE PLACE WHERE YOU CAN

49:52.667 --> 49:54.900
SHARE THAT RESOURCE AND MAYBE

49:54.900 --> 49:56.533
GET YOUR INFORMATION OUT

49:56.533 --> 49:57.067
QUICKER.

49:57.067 --> 49:58.800
>> CONTACT YOU, CONTACT YOUR

49:58.800 --> 49:59.233
OFFICE?

49:59.233 --> 50:00.233
WE WILL GET YOU THAT

50:00.233 --> 50:00.933
INFORMATION.

50:00.933 --> 50:01.333
THANK YOU.

50:01.333 --> 50:01.633
BETH.

50:01.633 --> 50:02.133
>> THANK YOU.

50:02.133 --> 50:04.267
AND I GUESS THIS IS ONE OF THE

50:04.267 --> 50:06.433
ROLES THAT WE AT LPB ARE TRYING

50:06.433 --> 50:07.200
TO DO AS WELL.

50:07.200 --> 50:09.300
BECAUSE WE HAVE HAD A WONDERFUL

50:09.300 --> 50:10.400
CONVERSATION WITH MANY OF YOU

50:10.400 --> 50:11.667
IN THIS ROOM AND WE HAVE SO

50:11.667 --> 50:12.500
MANY QUESTIONS.

50:12.500 --> 50:14.567
WE ARE NOT GOING TO GET TO

50:14.567 --> 50:15.200
EVERYONE'S.

50:15.200 --> 50:18.767
WE HAVE ONE FROM A TEACHER --

50:18.767 --> 50:27.533
>> FROM MY EXPERIENCE WITH --

50:27.533 --> 50:33.300
PROGRAM AT LSU -- I WANT TO

50:33.300 --> 50:34.600
COME BACK TO THE DISCUSSION

50:34.600 --> 50:37.100
THAT I THINK THAT THE PROBLEM

50:37.100 --> 50:41.233
WITH THE -- THE TEACHERS, THE

50:41.233 --> 50:45.800
TEACHERS -- THEY DON'T HAVE THE

50:45.800 --> 50:46.400
KNOWLEDGE.

50:46.400 --> 50:51.000
I MEAN -- LOUISIANA, TO TAKE

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PHYSICS, YOU NEED ONE COURSE IN

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SCIENCE, NOT EVEN IN PHYSICS.

50:54.833 --> 50:58.167
ONE UNIVERSITY COURSE IN

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BIOLOGY.

50:58.633 --> 51:01.767
MY QUESTION IS, ANY PLAN TO

51:01.767 --> 51:03.167
RECOGNIZE THE TEACHERS --

51:03.167 --> 51:07.033
REQUIRE THAT THEY REALLY HAVE

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TRAINING TO TEACH STEM --

51:08.067 --> 51:10.567
>> WE TALKED A LOT ABOUT THE

51:10.567 --> 51:11.700
RIGOROUS HIGH SCHOOL SCIENCE

51:11.700 --> 51:16.300
COURSES AND WE HAVE ALLUDED TO

51:16.300 --> 51:18.467
SOME ADVANCED PLACEMENT

51:18.467 --> 51:19.733
TRAINING GOING ON.

51:19.733 --> 51:20.733
THE DEPARTMENT HAS ANOTHER

51:20.733 --> 51:22.067
PROGRAM, THE COURSE CHOICE

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PROGRAM.

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THE COURSE CHOICE PROGRAM HAS

51:24.400 --> 51:26.500
INVITED IN BUSINESS AND

51:26.500 --> 51:27.700
INDUSTRY TO DELIVER COURSES

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THROUGH THE COURSE CHOICE

51:29.633 --> 51:31.467
PROGRAM SO THAT STUDENTS CAN

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TAKE A HIGH SCHOOL CREDIT.

51:33.067 --> 51:35.600
WE HAVE ALSO WORKED WITH THE

51:35.600 --> 51:37.167
COMMUNITY, LOUISIANA COMMUNITY

51:37.167 --> 51:38.867
TECHNICAL COLLEGE, THEY'RE PART

51:38.867 --> 51:41.167
OF THE CORE CHOICE PROGRAM.

51:41.167 --> 51:42.267
OFFERING COURSES THROUGH CORE

51:42.267 --> 51:43.100
CHOICE AS WELL.

51:43.100 --> 51:46.333
YOU KNOW, THERE IS MULTIPLE

51:46.333 --> 51:48.033
VENUES FOR STUDENTS TO HAVE

51:48.033 --> 51:49.533
ACCESS TO INSTRUCTORS.

51:49.533 --> 51:51.167
WHETHER THAT IS AN ADVANCED

51:51.167 --> 51:52.733
PLACEMENT INSTRUCTOR, OR AN

51:52.733 --> 51:54.467
INSTRUCTOR THAT THEY WANTED TO

51:54.467 --> 51:56.433
TAKE AN ELECTRICIAN COURSE OR

51:56.433 --> 51:58.667
THEY WANTED TO TAKE ANOTHER

51:58.667 --> 52:00.100
STEM-RELATED COURSE, AND IT IS

52:00.100 --> 52:01.500
BEING OFFERED THROUGH THE

52:01.500 --> 52:02.600
COURSE CHOICE PROGRAM.

52:02.600 --> 52:05.267
THERE ARE BUSINESS AND INDUSTRY

52:05.267 --> 52:05.933
PROVIDERS.

52:05.933 --> 52:08.633
AS AN EXAMPLE, THE INNOVATION

52:08.633 --> 52:12.000
CENTER UP IN BOSSIER.

52:12.000 --> 52:13.233
CYBERINNOVATION CENTER OFFER

52:13.233 --> 52:14.300
COURSES THROUGH THE LOUISIANA

52:14.300 --> 52:15.067
COURSE CHOICE PROGRAM.

52:15.067 --> 52:16.367
THEY'RE THE ONES THAT ARE

52:16.367 --> 52:17.600
DELIVERING THE INSTRUCTION.

52:17.600 --> 52:18.933
PARTNERING WITH SCHOOL SYSTEMS

52:18.933 --> 52:21.767
AND PROVIDING ACCESS TO

52:21.767 --> 52:22.200
STUDENTS.

52:22.200 --> 52:23.400
>> SHE'S GETTING TO THE HEART

52:23.400 --> 52:24.933
OF THE PROBLEM, EXACTLY WHAT I

52:24.933 --> 52:26.300
HAVE BEEN SAYING, IS THAT WE

52:26.300 --> 52:28.033
NEED TO PAY OUR TEACHERS MORE.

52:28.033 --> 52:30.167
IF WE PAY OUR TEACHERS MORE, WE

52:30.167 --> 52:32.267
KEEP THE BEST TEACHERS HERE IN

52:32.267 --> 52:33.567
THE STATE IN THE STEM FIELD.

52:33.567 --> 52:34.967
THAT IS THE BOTTOM LINE.

52:34.967 --> 52:36.500
>> WHEN YOU ADD ART TO STEM,

52:36.500 --> 52:37.633
WHAT DO YOU GET?

52:37.633 --> 52:40.100
>> WHEN YOU ADD THE A IN ART TO

52:40.100 --> 52:42.933
STEM, YOU GET STEAM, AND I'M

52:42.933 --> 52:44.933
SURE OUR PANEL KNOWS THERE IS A

52:44.933 --> 52:46.567
NATIONAL EFFORT TO ADD THAT A

52:46.567 --> 52:47.967
FROM STEM TO STEAM.

52:47.967 --> 52:49.767
I'M BRIAN, WITH THE NEURON

52:49.767 --> 52:52.033
CENTER FOR CREATIVE ARTS,

52:52.033 --> 52:54.167
LOUISIANA'S ARTS CONSERVATORY

52:54.167 --> 52:56.100
FOR HIGH SCHOOL STUDENTS.

52:56.100 --> 52:58.233
CORPORATIONS LIKE CHEVRON HAVE

52:58.233 --> 53:00.367
INVESTED HEAVILY IN THE WORK,

53:00.367 --> 53:02.200
PREPARING ARTISTS AND

53:02.200 --> 53:03.733
INTELLECTUALS FOR THE JOBS IN

53:03.733 --> 53:04.967
STEM, IN STEAM, AND BEYOND.

53:04.967 --> 53:07.300
I WONDER IF SOME OF OUR

53:07.300 --> 53:09.700
PANELISTS WOULD MIND COMMENTING

53:09.700 --> 53:12.700
ON THE IMPORTANCE, THAT A, IN

53:12.700 --> 53:14.467
STEM, STEAM, HOW YOU SEE IT

53:14.467 --> 53:15.667
BENEFITING FOLKS IN THE WORK

53:15.667 --> 53:16.400
FORCE AND BEYOND?

53:16.400 --> 53:18.433
>> I THINK IT IS A GOOD SIGN.

53:18.433 --> 53:22.367
YOU SEE LOTS OF HEADS SHAKING,

53:22.367 --> 53:22.900
NODDING.

53:22.900 --> 53:24.100
>> I JUST WROTE A COLUMN ON

53:24.100 --> 53:24.500
THAT.

53:24.500 --> 53:26.400
BEING A STEM ADVOCATE, PEOPLE

53:26.400 --> 53:27.700
PROBABLY GET SICK OF ME GOING

53:27.700 --> 53:28.467
ON ABOUT THAT.

53:28.467 --> 53:32.167
I TALKED ABOUT THE STEAM.

53:32.167 --> 53:34.500
RUSTON, A SMALL COMMUNITY, VERY

53:34.500 --> 53:36.200
RICH IN ITS CULTURAL HERITAGE.

53:36.200 --> 53:38.300
WE HAVE A LOT OF ARTISTS.

53:38.300 --> 53:40.467
I BELIEVE IN BRAIN-BASED

53:40.467 --> 53:41.000
LEARNING.

53:41.000 --> 53:43.933
AND I THINK IT CAN'T BE LEFT

53:43.933 --> 53:44.367
OUT.

53:44.367 --> 53:46.333
WHEN WE INFUSE STEM WITH THE A

53:46.333 --> 53:48.200
AND MAKE IT STEAM, KIDS MORE

53:48.200 --> 53:50.000
NATURALLY CONNECT TO IT.

53:50.000 --> 53:51.667
BECAUSE IT SERVICES THEIR WHOLE

53:51.667 --> 53:53.100
BRAIN AS WELL.

53:53.100 --> 53:55.367
YOU HAVE MY 110% SUPPORT THERE.

53:55.367 --> 53:56.833
>> I THINK THE KEY THING THAT

53:56.833 --> 53:59.967
WE HAVE TO RECOGNIZE IS WHAT

53:59.967 --> 54:01.000
MAKES LOUISIANA A GREAT PLACE

54:01.000 --> 54:01.633
TO LIVE.

54:01.633 --> 54:03.367
IT WOULDN'T BE THE GREAT PLACE

54:03.367 --> 54:05.200
WITHOUT THAT A.

54:05.200 --> 54:07.700
TODAY I WAS INTERVIEWED BY A

54:07.700 --> 54:09.167
RADIO STATION ABOUT A LIST THAT

54:09.167 --> 54:11.867
JUST CAME OUT IN A BUSINESS

54:11.867 --> 54:15.667
MAGAZINE THAT RANKED BATON

54:15.667 --> 54:17.633
ROUGE 5th IN THE COUNTRY, NEW

54:17.633 --> 54:19.667
ORLEANS 7th, AS BEING GREAT

54:19.667 --> 54:20.800
PLACES FOR YOUNG SINGLE PEOPLE

54:20.800 --> 54:22.467
WHO ARE BROKE TO GET A START IN

54:22.467 --> 54:22.933
LIFE.

54:22.933 --> 54:24.367
I THINK THEY ARE SAYING FIND A

54:24.367 --> 54:26.067
JOB, FIND LOVE, AND FIND CHEAP

54:26.067 --> 54:30.200
ENTERTAINMENT.

54:30.200 --> 54:31.433
NOW, THE A GOES WELL BEYOND

54:31.433 --> 54:31.833
THAT.

54:31.833 --> 54:34.000
BUT THE A IS A KEY COMPONENT OF

54:34.000 --> 54:35.833
THE QUALITY OF LIFE THAT WE

54:35.833 --> 54:36.633
HAVE IN LOUISIANA.

54:36.633 --> 54:38.567
BEFORE I SAID WE HAVE TO -- WE

54:38.567 --> 54:41.000
HAVE TO PRODUCE PEOPLE FOR MORE

54:41.000 --> 54:42.000
THAN STEM JOBS.

54:42.000 --> 54:44.333
A LOT MORE TO THE FABRIC,

54:44.333 --> 54:45.600
VIBRANT COMMUNITY THAN WHAT WE

54:45.600 --> 54:46.667
HAVE BEEN TALKING ABOUT

54:46.667 --> 54:47.200
TONIGHT.

54:47.200 --> 54:48.500
WE DON'T HAVE THE VIBRANT

54:48.500 --> 54:49.533
COMMUNITIES WITHOUT WHAT WE ARE

54:49.533 --> 54:50.633
TALKING ABOUT TONIGHT AND WE

54:50.633 --> 54:52.033
DON'T HAVE IT WITHOUT THE OTHER

54:52.033 --> 54:52.533
COMPONENT.

54:52.533 --> 54:54.633
IF YOU LOOK AT LOUISIANA STAR

54:54.633 --> 54:56.067
JOBS, SYSTEM THAT RANKS THE

54:56.067 --> 54:57.933
VALUE OF OUR OCCUPATIONS BY HOW

54:57.933 --> 54:59.000
MANY OPPORTUNITIES THERE ARE

54:59.000 --> 55:01.100
AND WHAT THEY PAY.

55:01.100 --> 55:02.800
92% OF STEM JOBS ARE THREE,

55:02.800 --> 55:04.267
FOUR, FIVE STARS IN THAT

55:04.267 --> 55:06.733
THEY'RE HIGH-VALUE OCCUPATIONS.

55:06.733 --> 55:10.967
A BUNCH OF THE OTHER HIGH-VALUE

55:10.967 --> 55:12.200
OCCUPATIONS COME FROM THAT A,

55:12.200 --> 55:12.733
WITHIN THAT A.

55:12.733 --> 55:14.400
WE ARE NOTHING IF WE DON'T

55:14.400 --> 55:15.967
PRODUCE PEOPLE FOR THAT TOO.

55:15.967 --> 55:18.233
>> TO PIGGY BACK ON THAT,

55:18.233 --> 55:19.500
TECHNOLOGY FIELD, MOVIE MAKING,

55:19.500 --> 55:21.100
WHAT IT IS IN OUR STATE, A HUGE

55:21.100 --> 55:22.900
PART OF OUR ECONOMIC

55:22.900 --> 55:24.300
DEVELOPMENT AND WE ARE FOCUSING

55:24.300 --> 55:25.967
ON THAT IN THE NEW TECH SKILL

55:25.967 --> 55:28.067
SO THAT THE KIDS HAVE THE

55:28.067 --> 55:30.200
SKILLS, BUT YOU HAVE TO BE

55:30.200 --> 55:31.733
ARTISTIC TO BE ABLE TO

55:31.733 --> 55:33.867
ACCOMPLISH THE BEST OF THAT AS

55:33.867 --> 55:34.233
WELL.

55:34.233 --> 55:35.100
THAT FITS INTO IT.

55:35.100 --> 55:36.767
>> THANK YOU SO MUCH.

55:36.767 --> 55:38.533
>> WE HAVE SO MANY WONDERFUL

55:38.533 --> 55:39.033
QUESTIONS.

55:39.033 --> 55:40.567
THAT IS ALL OF THE TIME WE HAVE

55:40.567 --> 55:42.067
FOR THIS EVENING, BEFORE

55:42.067 --> 55:43.867
CLOSING COMMENTS, I'D LIKE

55:43.867 --> 55:45.867
TO -- I WOULD LIKE TO HAVE US

55:45.867 --> 55:46.933
ALL LOOK AT SOMEBODY WHO

55:46.933 --> 55:48.733
ACTUALLY DID MAJOR IN A STEM

55:48.733 --> 55:49.933
FIELD AND WHO WOULD LIKE TO SAY

55:49.933 --> 55:53.133
A LITTLE SOMETHING TO US.

55:53.133 --> 55:55.000
>> HELLO, I WANT TO THANK YOU

55:55.000 --> 55:56.900
FOR RAISING AWARENESS ABOUT

55:56.900 --> 55:58.200
SUCH AN IMPORTANT ISSUE.

55:58.200 --> 56:00.533
AS A CHEMICAL ENGINEER, YOUNG

56:00.533 --> 56:01.933
OF MOM STUDENTS, THIS IS A

56:01.933 --> 56:04.667
CAUSE I HOLD CLOSE TO MY HEART.

56:04.667 --> 56:06.733
WORLD WIDE DEMAND OF SCIENTISTS

56:06.733 --> 56:08.500
AND ENGINEERS GROW, STUDIES

56:08.500 --> 56:10.300
SHOW STUDENTS IN AMERICA RANK

56:10.300 --> 56:12.867
LOW IN BASIC SCIENCE AND MATH

56:12.867 --> 56:13.367
PROFICIENCY.

56:13.367 --> 56:15.567
TO PREPARE OUR STUDENTS FOR THE

56:15.567 --> 56:18.000
REWARDING AND HIGH PAYING JOBS

56:18.000 --> 56:24.567
IN 21st CENTURY, WE NEED TO

56:24.567 --> 56:26.367
COME TOGETHER AND COMMIT --

56:26.367 --> 56:28.500
CLASSROOMS FOSTER AN INNOVATIVE

56:28.500 --> 56:29.500
AND RICH LEARNING ENVIRONMENT

56:29.500 --> 56:31.833
THAT ALLOWS OUR STUDENTS TO

56:31.833 --> 56:33.200
THRIVE AND SURPASS NOT ONLY

56:33.200 --> 56:34.700
OTHER STATES BUT OTHER

56:34.700 --> 56:35.133
COUNTRIES.

56:35.133 --> 56:40.667
>> WELL, WHAT A GREAT COMMENT.

56:40.667 --> 56:42.067
I WANT TO THANK OUR AUDIENCE

56:42.067 --> 56:45.433
AND OUR PANELISTS THIS EVENING.

56:45.433 --> 56:49.867
MR. BRADFORD, MISS CHAISSON,

56:49.867 --> 56:58.200
DR. WARNER, MS. BONIOL AND

56:58.200 --> 57:00.167
MR. EYSINK.

57:00.167 --> 57:01.133
>> WHAT GREAT DISCUSSION.

57:01.133 --> 57:02.833
THANK YOU AGAIN TO OUR

57:02.833 --> 57:03.467
PANELISTS.

57:03.467 --> 57:05.967
AND OUR AUDIENCE MEMBERS, YOU

57:05.967 --> 57:07.033
WERE FANTASTIC.

57:07.033 --> 57:10.333
A SPECIAL THANK YOU TO THE

57:10.333 --> 57:16.400
COMMUNITY OF PLAQUEMINE -- WE

57:16.400 --> 57:19.233
ENCOURAGE YOU TO GO TO THE WEB

57:19.233 --> 57:22.667
SITE, lpb.org/PUBLICSQUARE TO

57:22.667 --> 57:24.667
VIEW ADDITIONAL VIDEO CONTENT

57:24.667 --> 57:25.967
AND COMMENT ON TONIGHT'S SHOW.

57:25.967 --> 57:28.400
WE WOULD LOVE TO HEAR FROM YOU.

57:28.400 --> 57:29.467
>> GOOD NIGHT EVERYONE.

57:29.467 --> 57:33.233
THANK YOU AGAIN TO ALL OF YOU.

57:33.233 --> 57:34.167
>> THANK YOU.

57:34.167 --> 57:42.300
[APPLAUSE]

57:46.667 --> 57:48.667
Captioning Performed by
LNS Captioning
www.lnscaptioning.com

58:05.833 --> 58:07.533
>> FOR A COPY OF THIS PROGRAM,

58:07.533 --> 58:13.033
CALL 1-800-973-7246 OR GO

58:13.033 --> 58:14.700
ONLINE TO lpb.org.

58:20.533 --> 58:22.533
>> THIS PROGRAM WAS MADE

58:22.533 --> 58:25.833
POSSIBLE IN PART BY FUNDING

58:25.833 --> 58:27.033
FROM THE DOW CHEMICAL COMPANY

58:27.033 --> 58:28.333
FOUNDATION, PROUD SUPPORTER OF

58:28.333 --> 58:30.133
QUALITY EDUCATION ACROSS

58:30.133 --> 58:30.700
LOUISIANA.

58:30.700 --> 58:32.033
IN THE FIELDS OF SCIENCE,

58:32.033 --> 58:33.100
TECHNOLOGY, ENGINEERING, AND

58:33.100 --> 58:35.200
MATH.

58:35.200 --> 58:38.633
AND THE FOUNDATION FOR

58:38.633 --> 58:40.533
EXCELLENCE IN LOUISIANA PUBLIC

58:40.533 --> 58:44.533
BROADCASTING.