For the past three semesters, diesel power technology students have been busy fixing a donated fire engine in the UAA garage. So while some students claim their class projects are life-or-death, this one actually qualifies.
“Every piece has to work together perfectly or else you have a catastrophic failure,” said Ben Stewart, a diesel student who worked on the fire engine.
The stakes are high because the donated truck will return to service with the Seldovia Volunteer Fire Department. It’s a beneficial partnership: students gain valuable experience, while a small community gains a valuable emergency vehicle.
“These are great real-world projects for our students,” noted Darrin Marshall, director of the Department of Automotive and Diesel Technology.
The engine in question originally served the Anchorage Fire Department until it overheated at a rescue call. Department mechanics determined that, in a city with nearly 300,000 tax payers, it was better to replace the older engine than repair it. A community like Seldovia, though, with 0.1 percent of Anchorage’s population, would really benefit from a donation like this.
Providing early research experiences and creating supportive campus environments are among the promising and intentional strategies outlined in a new report from the National Academies of Sciences, Engineering and Medicine focused on the impact and role of minority-serving institutions (MSIs) in producing graduates in science, technology, engineering and mathematics (STEM).
The academy’s report “Minority-Serving Institutions: America’s Underutilized Resource for Strengthening the STEM Workforce” reaffirms the relevance of MSIs and notes an urgent need to invest in the institutions to not only graduate and prepare MSI students for in-demand STEM careers, but also to sustain and enhance the nation’s economic prosperity, global competitiveness and national security, according to committee members sponsoring the report.
“This country can’t strengthen the STEM pipeline and bring more people into it without engaging the institutions where the students actually are,” said Dr. Kent McGuire, co-chair of the Committee on Closing the Equity Gap: Securing Our STEM Education and Workforce Readiness Infrastructure in the Nation’s Minority-Serving Institutions. “The conversation isn’t about, ‘Well, we can’t work with these schools because they don’t have this or they don’t have that.’ The conversation has to be, ‘We won’t actually be competitive internationally if we don’t help these schools do well what it is they do.’”
McGuire, who is also program director of education at the William and Flora Hewlett Foundation, added that, among other things, the report speaks to the variation among MSIs in how they serve students and also the challenges they face collectively and individually. America’s nearly 700 two- and four-year MSIs include historically Black colleges and universities (HBCUs), Tribal colleges and universities (TCUs), Hispanic-serving institutions (HSIs) and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs).
Read the full article here. It also mentions the Alaska Native Science and Engineering Program (ANSEP) at the University of Alaska Anchorage that embodies the strategies in the report by targeting students earlier in the pipeline – as early as sixth grade – and supporting and nurturing their intellectual growth and interest in STEM fields as they matriculate through their postsecondary education.
By Dec. 31, 2017, of the 609,306 total piloting jobs available in the U.S, 42,694 of those were held by women, representing seven percent of the total piloting jobs in the country, according to the Federal Aviation Administration’s (FAA) Annual U.S. Civil Airmen Statistics report. Additionally, in that report, the FAA totaled women working in aviation in non-piloting jobs — which includes everything from mechanics to dispatchers — to represent only 29.2 percent of the total jobs.
Girls in Aviation Day — an annual worldwide event hosted by Women in Aviation International (WAI) — is hoping to change these statistics and introduce young girls into the world of aviation early on, and help them discover the numerous career opportunities within the industry.
UAA’s First Year Advising Team, from L–R: Quentin Simeon, Valerie Robideaux, Valerie Svancara, Andrea Hudson, Kae Hartman, Sharon Pruszko, Tara Ballard, Jerry Brockman. (Photo by James Evans / University of Alaska Anchorage)
Transitioning into college can be stressful and overwhelming, but there’s a new team of professionals on campus to ensure new students have the tools and resources needed to make the most out of their college career at UAA.
Enter the First-Year Advisors (FYA). This newly created team is made up of advising professionals who are dedicated to helping new students feel welcome, connected and prepared.
Advisors can help students with anything from registering for classes, finding answers to questions, connecting with various campus and community resources, or just being a listening ear on particularly stressful days.
Chef Noah Miller instructs culinary arts students Jannie Mangalus and Shelby Boos during Miller’s A la Carte Kitchen and Culinary Skill Development laboratories in Lucy Cuddy Hall’s Bakery. (Photo by James Evans / University of Alaska Anchorage)
UAA’s Culinary Arts and Hospitality Administration Division’s kitchen recently underwent a major renovation, but that’s not all that’s new within the culinary school. With an in-state, online offering of the hospitality administration degree, as well as exciting new partnerships, faculty are excited to usher in a new era of culinary arts at the university.