Demand Analysis and Partnership Models T HE P ARTHENON G ROUP March - - PowerPoint PPT Presentation

THE PARTHENON GROUP Demand Analysis and Partnership Models

March 5, 2013

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Introduction Parthenon conducted 12 exploratory interviews and surveyed 111 HR decision makers across a range of companies employing STEM occupations

Primary Research Secondary Research

• Websites and publications of the following

entities: ‒ Business-Higher Education Forum (BHEF) ‒ National Science Foundation (NSF) ‒ University-Industry Demonstration Partnership (UIDP)

• University-industry partnerships literature

search

• Websites of selected universities
• Committee on Science, Space, and

Technology – Subcommittee on Research and Science Education August 1, 2012 hearings

• “Fast Track to the Future: the 2012 IBM

Tech Trends Report,” IBM Center for Applied Insights

• Bureau of Labor Statistics occupation/job
• penings data
• Interviewed 12 experts/stakeholders in a

range of roles and industries, including: − Corporate recruiters at several of Florida’s largest STEM employers − Managers/facilitators of university-industry partnerships − Career services officers at universities with well-reputed STEM programs − FPU board members

• Surveyed 111 HR directors and hiring

managers across 12 southeastern states in the US (N = 26 in Florida) − Targeted individuals who were involved in screening and hiring candidates for STEM- related roles/occupations − Targeted companies in industries likely to seek candidates with a STEM background/expertise

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Objectives for Today

Part I: Review findings from demand analysis (STEM landscape nationally, in the Southeast, and in Florida) Part II: Discuss university-industry partnership continuum and models along the continuum Part III: Review preliminary set of peer institutions Summary: Discuss Implications and next steps for Florida Polytechnic Appendix: Supplementary materials ~ 45 min ~ 30 min ~ 15 min ~ 30 min

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Introduction We will use the following framework to guide our discussion

Implications for Florida Polytechnic

GROWTH AREAS STATE GROWTH CASE STUDIES

? ? ?

EMPLOYER NEEDS

• STEM and STEM-related jobs have

grown faster than other occupations in the economy

• Within STEM and STEM-related

fields, computer and mathematical have grown significantly higher than

• ther STEM occupations
• The Healthcare Practitioners and

Technical field today increasingly requires support from non-health- focused STEM occupations for imaging, informatics, systems design

• Employers anticipate hiring STEM

candidates who are more highly educated

• Employers take content/subject

expertise as a given, and are looking for practical skills/hands-on experience, soft skills like communications and teamwork, , and business skills

• States like AZ, SC, and TX that have

achieved higher than average growth have done so through: ‒ Intentional strategic planning – identification of state economic priorities ‒ Aligning state resources behind these priorities ‒ Industry engaging with local universities to develop strong research and economic development collaborations Findings Identify key areas of growth and target employers in these areas (existing and new) Understand needs of employers and align programming to respond to those needs Ensure ongoing growth and sustainability through strategic partnerships

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Part I: Demand Analysis – National STEM Landscape Employees with a STEM background are in demand across many industries in the U.S. today; their occupations can be classified as STEM or STEM-related

Source: BLS, US Census Bureau (Note: Occupations/occupational fields are defined by BLS; STEM vs. STEM-related are defined by USCB)

STEM Occupations STEM-related Computer and Mathematical Architecture and Engineering Life, Physical, and Social Science Healthcare Practitioners and Technical

• Architects, Except Landscape and Naval
• Landscape Architects
• Cartographers and Photogrammetrists
• Surveyors
• Aerospace Engineers
• Chemical Engineers
• Civil Engineers
• Computer Hardware Engineers
• Electrical Engineers
• Electronics Engineers, Except Computer
• Environmental Engineers
• Health and Safety Engineers, Except Mining

Safety Engineers and Inspectors

• Industrial Engineers
• Marine Engineers and Naval Architects
• Materials Engineers
• Mechanical Engineers
• Mining and Geological Engineers, Including

Mining Safety Engineers

• Petroleum Engineers
• Engineers, All Other
• Architectural and Civil Drafters
• Electrical and Electronics Drafters
• Mechanical Drafters
• Drafters, All Other
• Aerospace Engineering and Operations

Technicians

• Civil Engineering Technicians
• Electrical and Electronics Engineering

Technicians

• Electro-Mechanical Technicians
• Environmental Engineering Technicians
• Industrial Engineering Technicians
• Mechanical Engineering Technicians
• Engineering Technicians, Except Drafters, All

Other

• Surveying and Mapping Technicians
• Computer Support Specialists
• Computer Systems Analysts
• Software Developers, Applications
• Information Security Analysts, Web

Developers, and Computer Network Architects

• Computer Programmers
• Software Developers, Systems Software
• Network and Computer Systems

Administrators*

• Operations Research Analysts
• Computer Occupations, All Other*
• Database Administrators
• Statisticians
• Computer and Information Research

Scientists

• Actuaries
• Mathematical Technicians
• Mathematicians
• Mathematical Science Occupations, All Other
• Soil and Plant Scientists
• Microbiologists
• Biological Scientists, All Other
• Conservation Scientists
• Foresters
• Epidemiologists
• Medical Scientists, Except Epidemiologists
• Physicists
• Atmospheric and Space Scientists
• Chemists
• Materials Scientists
• Environmental Scientists and Specialists,

Including Health

• Geoscientists, Except Hydrologists and

Geographers

• Economists
• Survey Researchers
• Clinical, Counseling, and School

Psychologists

• Psychologists, All Other
• Urban and Regional Planners
• Anthropologists and Archeologists
• Historians
• Social Scientists and Related Workers, All

Other

• Agricultural and Food Science Technicians
• Biological Technicians
• Chemical Technicians
• Geological and Petroleum Technicians
• Nuclear Technicians
• Environmental Science and Protection

Technicians, Including Health

• Forensic Science Technicians
• Forest and Conservation Technicians
• Life, Physical, and Social Science

Technicians, All Other

• Chiropractors
• Dentists, General
• Orthodontists
• Dentists, All Other Specialists
• Dietitians and Nutritionists
• Optometrists
• Pharmacists
• Anesthesiologists
• Family and General Practitioners
• Internists, General
• Obstetricians and Gynecologists
• Pediatricians, General
• Psychiatrists
• Surgeons
• Physicians and Surgeons, All Other
• Physician Assistants
• Podiatrists
• Registered Nurses*
• Occupational Therapists
• Physical Therapists
• Radiation Therapists
• Recreational Therapists
• Respiratory Therapists
• Speech-Language Pathologists
• Therapists, All Other*
• Veterinarians
• Audiologists
• Medical and Clinical Laboratory Technologists
• Medical and Clinical Laboratory Technicians
• Dental Hygienists
• Cardiovascular Technologists and Technicians
• Diagnostic Medical Sonographers
• Nuclear Medicine Technologists
• Radiologic Technologists and Technicians*
• Emergency Medical Technicians and Paramedics
• Dietetic Technicians
• Pharmacy Technicians
• Psychiatric Technicians
• Respiratory Therapy Technicians
• Surgical Technologists
• Veterinary Technologists and Technicians
• Licensed Practical and Licensed Vocational Nurses
• Medical Records and Health Information Technicians
• Opticians, Dispensing
• Orthotists and Prosthetists
• Health Technologists and Technicians, All Other*
• Occupational Health and Safety Specialists
• Occupational Health and Safety Technicians
• Athletic Trainers
• Healthcare Practitioners &Technical Workers, All Other*

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Part I: Demand Analysis – National STEM Landscape Nationally, ~1M STEM and STEM-related jobs were added in the last five years, and job growth in these fields significantly outpaced the average

Notes: STEM occupations include computer and mathematical occupations, engineering and architecture occupations, and life, physical and social science occupations; STEM- related occupations are healthcare practitioners and technical occupations (as defined by US Census Bureau) Source: BLS, US Census Bureau

Annual Rate of US Job Growth, 2006-2011

Healthcare practitioners and technical

• ccupations are

“STEM-related”, because most of these

• ccupations require a

STEM background, and the field today increasingly non- health-focused STEM

• ccupations for

imaging, informatics, systems design, etc.

US STEM & STEM-related Jobs, 2006-2011

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Part I: Demand Analysis – National STEM Landscape Within the growing STEM and STEM-related fields, healthcare and computer-related occupations have grown particularly quickly…

Source: BLS

• 6
• 4
• 2

2 4% Construction and Extraction Production

• 4.0%

Life, Physical, and Social Science

• 2.6%

Transportation and Material Moving

• 2.2%

Farming, Fishing, and Forestry

• 1.9%

Office and Administrative Support

• 1.5%

Installation, Maintenance, and Repair

• 1.4%

Buildingand Grounds Cleaningand Maintenance

• 1.0%

Architecture and Engineering

• 0.8%

Sales and Related

• 0.7%

Arts, Design, Entertainment, Sports, and Media 0.0%

Food Preparation and Serving Related

0.3%

Legal

0.5%

Education, Training, and Library

0.5%

Management

0.9%

Protective Service

1.1%

Business and Financial Operations

1.2%

Community and Social Service

1.6%

Computer and Mathematical

2.1%

Personal Care and Service

2.1%

Healthcare Practitioners and Technical

2.3%

Healthcare Support

2.6%

• 5.8%

STEM Job Growth STEM-related Job Growth Non-STEM Job Growth

Annual US Job Growth by Occupational Field, 2006-2011

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Part I: Demand Analysis – National STEM Landscape …with most occupations in the STEM-specific computer and mathematical field experiencing above-average growth

• 10
• 5

5 10%

• 9.0%
• 4.2%
• 1.7%
• 0.4%
• 0.2%

1.8% 2.7% 3.0% 3.3% 3.4% 3.9% 4.0% 4.2% 5.7% 6.0%

Mathematical Technicians Computer Programmers Computer and Information Research Scientists Computer Occupations, All Other Database Administrators Computer Systems Analysts Software Developers, Applications Operations Research Analysts Statisticians Network and Computer Systems Administrators Actuaries Software Developers, Systems Software Computer Support Specialists Mathematicians Information Security Analysts, Web Developers, and Computer Network Architects

Source: BLS

Annual US Computer and Mathematical Job Growth by Occupation, 2006-2011

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Part I: Demand Analysis – Southeastern U.S. and Florida Parthenon launched a survey targeted at the Southeast and Florida to verify whether the national trends hold true at the local level as well

20 40 60 80 100% States Georgia Tennessee

Alabama

Florida Virginia North Carolina

Kentucky Louisiana

West Virginia

Industries Aerospace & Defense Telecommuni- cations Services

Transport / Transportation Services / Logistics

Health Care / Medical Computer Software

Energy & Utilities / Oil & Gas

Pharmaceuticals Company Size (Employees) 101-250 251-500 51-100 ≤10 11-50 501-1K

50K-100K >100K

10K-50K 1K-5K 5K-10K Company Size (Revenue) $5M - $10M $10M - $50M <$1M $1M - $5M $50M - $100M $1B - $10B Greater than $10B $100M - $500M $500M - $1B

Arkansas South Carolina Mississippi Chemicals Computer Hardware

Demographics of Parthenon STEM Employer Survey Respondents, February 2013

Source: Parthenon STEM Employer Survey (n = 111)

• The survey targeted HR decision makers in industries which require many STEM occupations
• Combined, the companies of survey respondents employ ~1.5M people, 1/3 of whom are in STEM jobs

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Part I: Demand Analysis – Southeastern U.S. and Florida Growth trends in the southeastern US mirror national growth; employers there expect to increase overall hiring, and maintain or increase STEM-related hiring

Q: On average, how many new employees does your company hire annually today? Q: How many new employees do you expect your company to hire annually in the future? (Estimate the average annual number

• f new employees you expect to hire in the next 5 years.)

Q: Are you aware of any strategic plans or company initiatives that would result in your company significantly changing its rate of STEM employee hiring in the next 5 years?

Source: Parthenon STEM Employer Survey (n = 111)

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Part I: Demand Analysis – Southeastern U.S. and Florida Employers note that STEM fields represent major opportunities for continuing growth, and agree that many of the emerging growth areas are STEM-focused

Stakeholder Perspectives on STEM Growth Stakeholder Perspectives on Emerging STEM Fields

• During interviews, Parthenon asked stakeholders about their perspectives on the demand for STEM

candidates overall, and the specific demand for computer/mathematics occupations and healthcare practitioners/technical occupations (previously identified as the fastest growing STEM fields): − “Among our 2K employees in central Florida, about 60% of them have a STEM background. These folks are invaluable to our technical groups and engineering/design teams. We’d hire more if we could!” − Corporate Recruiter at Jabil Circuit − “It makes sense that the health and computer industries are growing here in Florida. Their growth is also closely related, with the increased use of digital imaging and technology in healthcare innovation” − Florida Polytechnic Board Member − “For now, we can meet our needs in terms of hiring: we seek mechanical and civil engineers with Bachelors’ degrees, and chemical engineers and material scientists with masters’ or PhDs. But there is certainly growing concern that there won’t be enough of the type of qualified and highly-educated candidates that we seek to match our future needs” − Director of University R&D Strategy at Dow Chemical

• Interviewees and survey respondents identified a range of fields which require employees with STEM

backgrounds, and in which there is likely to be growth in coming years, including: − Computer science/engineering (including information security, fiber security, systems engineering) − Nanotechnology/robotics (for both healthcare and technology-related applications) − Energy conversion (including natural resource use and artificial power generation) − Communications − Logistics

• Among existing industries in Florida, stakeholders also suggested that there may be new or niche

demand for STEM candidates in the following areas: − Aerospace (increased space access and in-orbit operations) − Tourism (big data and logistics)

Source: Parthenon STEM Employer Survey (n = 111); Parthenon interviews

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Part I: Demand Analysis – Southeastern U.S. and Florida Employers across industries anticipate that the greatest growth in new hires will come in computer-related occupations

Q: Among the STEM occupations your company currently employs, which one do you expect to grow fastest in the next 5 years (in terms of total number of new hires)?

Source: Parthenon STEM Employer Survey (n = 111); Parthenon interviews

Top 5 STEM Occupations by Expected Growth (% of Respondents)

• Computer Software Engineers,

Systems Software − “Rapid technology changes and business needs will require systems hardware and software upgrades” − HR Manager, Telecomm Services Co. Computer and Information Systems Managers

• “Necessary for enhanced software

applications” − Hiring Manager, Pharmaceuticals Company Mechanical Engineers

• “We need people to operate higher

tech machinery” − HR Manager, Chemicals Co. Commentary

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Part I: Demand Analysis – Florida These high expectations align with historical growth rates; however, growth rates vary by occupation within the broader computer and mathematics area

• 10

10 20%

Computer and Information Research Scientists MathematicalTechnicians

• 4.7%

Computer Programmers

• 4.7%

Database Administrators

• 2.7%

Computer Systems Analysts

• 1.2%

Software Developers, Systems Software

• 0.2%

Network and Computer Systems Administrators*

0.7%

Computer Occupations, All Other*

0.9%

Actuaries

1.3%

Computer SupportSpecialists

2.1%

Mathematicians

2.7%

Software Developers, Applications

3.3%

Information Security Analysts, Web Developers, and Computer Network Architects

4.3%

Operations Research Analysts

6.4%

Statisticians

18.3%

• 8.8%

>10K Employees 3-10K Employees <3K Employees

Note: Shading is based on number of employees statewide in 2011 Source: BLS

Florida Annual Computer and Mathematics Growth by Occupation, 2006-2011

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Part I: Demand Analysis Achieving growth in Florida will require a focused effort to align with existing employers and attract new employers in growing fields

Implications for Florida Polytechnic

• Ensure that departments/programs

align with areas of growth

• Coordinate with employers to design

programs that align with their needs so that students graduate “job ready”

• STEM and STEM-related jobs have

grown faster than other occupations in the economy

• Within STEM and STEM-related

fields, computer and mathematical have grown significantly higher than

• ther STEM occupations
• The Healthcare Practitioners and

Technical field today increasingly requires support from non-health- focused STEM occupations for imaging, informatics, systems design

• Employers anticipate hiring STEM

candidates who are more highly educated

• Employers take content/subject

expertise as a given, and are looking for practical skills/hands-on experience, soft skills like communications and teamwork, and business skills

• States like AZ, SC, and TX that have

achieved higher than average growth have done so through: ‒ Intentional strategic planning – identification of state economic priorities ‒ Aligning state resources behind these priorities ‒ Industry engaging with local universities to develop strong research and economic development collaborations Findings Identify key areas of growth and target employers in these areas (existing and new) Understand needs of employers and align programming to respond to those needs Ensure ongoing growth and sustainability through strategic partnerships

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Part I: Demand Analysis – Responding to Employer Demand for Talent A promising trend for Florida Polytechnic is that employers anticipate hiring STEM candidates who are more highly educated, and who graduated with a STEM degree

Q: How do you expect the profiles of your company’s population of STEM employees to change over the next 5 years?

Source: Parthenon STEM Employer Survey (n = 111)

STEM Degrees Non-STEM Degrees ` Commentary on Hiring of STEM Graduates

• “Bachelor’s degree holders will displace

associate’s degree holders” − Manager, Chemicals Co.

• “It’s better to have more employees with relevant

STEM degrees than employees without STEM degrees” − Program Manager, Aerospace & Defense Co.

• “We’ll have a higher need for engineers and

computing professionals” − Hiring Manager, Telecomm. Services Co.

• “Demand is increasing for higher degrees and

people who can use new technology” − IT Dir., Computer Software Co.

• “STEM employees are expected to be hard to find

in future years. We expect to hire as many good candidates as we can find in the next 5 years” − Office Manager, Energy Co.

• “We have found that employees with a STEM

bachelor’s degree are more productive than those with non-STEM bachelor’s degrees” − HR Manager, Transportation Services/Logistics Co.

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Part I: Demand Analysis – Responding to Employer Demand for Talent Employers note that recent STEM graduates are more likely to possess the necessary practical skills to be successful than the business skills

Q: Please rate your agreement with the following two statements:

• 1. Recent STEM graduates possess the necessary practical skills to make

them successful contributors at my company within 6 months of hiring.

• 2. Recent STEM graduates possess the necessary business skills to make

them successful contributors at my company within 6 months of hiring. [Respondents were asked to rate their agreement on a 1-7 scale, where 1= Strongly disagree, and 7 = Strongly agree]

Source: Parthenon STEM Employer Survey (n = 111)

Commentary on Practical Skills

• “Most have book knowledge and not

enough work experience”

− Hiring Manager, Telecommunications Services Company

• “They need more formal training”

− Manager at Energy Company

• “We often find that individuals graduating

with specific degrees lack the ability to complete even basic tasks in that field”

− Hiring Manager at Computer Software Company Commentary on Business Skills

• “They don’t necessarily understand the

ins and outs of business and how it applies to them”

− Controller at Environmental Services & Equipment Company

• “Most haven’t taken any business

classes and don’t have any business

• experience. They aren’t mindful of how

their work contributes to the bottom line”

− VP of Operations at Computer Software Company

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Part I: Demand Analysis – Responding to Employer Demand for Talent Employers place a higher value on candidates’ soft skills and practical skills than theoretical knowledge in the hiring process

Q: When hiring for STEM positions in general at your company, how important are each of the following criteria? How does the average candidate rate on each of the following criteria? [Respondents were asked to rate criteria and candidates on a 1-7 scale, where 1= Not at all important/Candidate does not meet expectations, and 7 = Extremely important/Candidate exceeds expectations]

Source: 2012 IBM Tech Trends Report, Parthenon STEM Employer Survey (n = 111)

` However, recent studies have shown that today’s fastest-growing and most successful companies focus on both attracting well-round candidates and continuing their skill development across a wide array of disciplines. Thus, there may be near-term shifts in the relative importance of certain criteria

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Part I: Demand Analysis – Responding to Employer Demand for Talent

Employers identified some programs that prepare students well for the job market today, and offered suggestions to help others ensure all graduates are “job-ready”

Q: Which institutions best prepare their students for entry into the job market today? Q: What is one thing that higher education institutions could do better to graduate students "job ready" and enable them to be productive contributors within 6 months on the job?

Practical/Hands-on Experience

• “Provide more hands-on experience”

− HR Manager, Energy Co.

• “Get them more practical experience that can be reviewed and

critiqued by experts” − Hiring Manager, Computer Software Co.

• “Put them in apprenticeships”

− Recruiter/Headhunter, Health Care/Medical Co. Business Skills

• “Create more business-oriented requirements, rather than general

electives” − VP/Division Manager, Aerospace & Defense Co.

• “Teach them more about the real business world”

− Controller, Telecommunications Services Co. Communication Skills

• “Work on their communication. It is vital for every member to

contribute and not simply do the tasks assigned to them” − Hiring Manager, Computer Software Co.

• “Teach communication skills for client meetings”

− VP of Operations, Computer Software Co.

Source: Parthenon STEM Employer Survey (n = 111); Parthenon interviews

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Part I: Demand Analysis – Responding to Employer Demand for Talent When asked to consider emerging fields, employers were also able to identify additional skills that candidates will likely require to succeed in these areas

Q: In your company’s industry, what do you see as emerging fields? Q: Are there any skills specific to these emerging fields which schools should focus on teaching and/or students should focus on mastering?

• “They need business skills to consult on cloud-based applications”

− Owner, Computer Software Co.

• “Skills like SAAS and Java”

− Hiring Manager, Computer Software Co.

• “They should have appropriate cyber security training”

− Human Resources Manager, Telecommunications Services Co.

• “Information assurance, cyber security, and computer forensics”

− Manager, Computer Software Co.

• “How to implement Electronic Health Records”

− Administrator, Computer Software Co.

• “They have to be able to work with both information and people”

− Health Information Management Director, Health Care/Medical Co.

• “Architecture and design principles, not necessarily specific platforms like

iOS” − Hiring Manager, Computer Software Co.

• “They should know how to manage servers via mobile technology”

− Technical Manager, Computer Software Co.

Cloud Computing Cyber Security Health Information Technology Mobile Development

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Part I: Demand Analysis Achieving growth in Florida will require meeting employer demand for qualified and “job ready” candidates

• Ensure that departments/programs

align with areas of growth

• Coordinate with employers to design

programs that align with their needs so that students graduate “job ready”

• “Job ready” or qualified candidates

possess the hard skills and practical knowledge necessary to perform job tasks, but also the soft skills and theoretical knowledge to be strong contributors to their teams and to the workplace

• A school’s strong reputation can

attract both students and companies, who value proximity to well-reputed academic institutions Implications for FL Polytechnic

• STEM and STEM-related jobs have

grown faster than other occupations in the economy

• Within STEM and STEM-related

fields, computer and mathematical have grown significantly higher than

• ther STEM occupations
• The Healthcare Practitioners and

Technical field today increasingly requires support from non-health- focused STEM occupations for imaging, informatics, systems design

• Employers anticipate hiring STEM

candidates who are more highly educated

• Employers take content/subject

expertise as a given, and are looking for practical skills/hands-on experience, soft skills like communications and teamwork, and business skills

• States like AZ, SC, and TX that have

achieved higher than average growth have done so through: ‒ Intentional strategic planning – identification of state economic priorities ‒ Aligning state resources behind these priorities ‒ Industry engaging with local universities to develop strong research and economic development collaborations Findings Identify key areas of growth and target employers in these areas (existing and new) Understand needs of employers and align programming to respond to those needs Ensure ongoing growth and sustainability through strategic partnerships

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Part I: Demand Analysis – State Case Studies Targeted efforts in certain US states have enabled them to achieve higher than average growth in STEM and STEM-related fields…

Annual US Job Growth by State, 2006-2011

Notes: STEM occupations include computer and mathematical occupations, engineering and architecture occupations, and life, physical and social science occupations; STEM-related occupations are healthcare practitioners and technical occupations (as defined by BLS) Source: BLS

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Part I: Demand Analysis – State Case Studies …Often through state government-driven initiatives and the development of university-industry partnerships (1 of 2)

Source: Bureau of Labor Statistics, Organization Websites, Battelle Institute, Parthenon interviews

Science Foundation Arizona (SFAz) Arizona STEM Network

Case Study: Arizona

• Public-private partnership created in 2006 to strengthen and diversify state’s economy
• Three focus areas

‒ Research: Fund research in areas like biomedical engineering, clean energy, and IT ‒ Education: Funded 263 Graduate Research Fellows at AZ research universities since 2007 ‒ Statewide Impact: Incentivize research with high-impact commercial potential for state

• Economic impact of $592M within the first five years (independent estimate)

‒ Created 22 companies and 1,776 jobs ‒ 179 patents applied for and/or issued, along with 16 technology licenses

• Attracted $4.40 of industry and out-of-state funding for every $1 of in-state funding received
• Public-private partnership launched in 2010 with SFAz affiliation and support of 80

stakeholders

• The 5-year plan announced in February 2012 included goals such as:

‒ Establish STEM as a priority in communities, districts, and schools throughout the state ‒ Increase the number of individuals graduating with STEM degrees and credentials

• Works to create opportunities for private business sector to meaningfully engage with schools,

usually at the K-12 level

• Additional funding from McMoRan Copper & Gold Foundation, Helios Education Foundation,

Intel, JPMorgan Chase and Research Corporation for Science Advancement, etc. AZ Projected Employment Growth

• Healthcare & Technical Occupations: 3.8%
• Computer & Mathematical Occupations: 5.2%

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Part I: Demand Analysis – State Case Studies State Government Initiatives and University-Industry Partnerships (2 of 2)

Source: University websites, Company websites; Organization websites; Parthenon interviews

Clemson University Center for Workforce Development STEPs to STEM at the University of South Carolina

Case Study: South Carolina

• Uses e-learning and virtual simulation to improve

education and facilitates industry networking

• Duke Energy gave a $4M grant to support

workforce development and STEM education

• Receives funding from US DOL, Employment and

Training Administration, and NSF as well

• Other industry partners: Boeing, GE, Honda, etc.
• STEP (STEM Talent Expansion Program) provides

scholarships, research internships, etc. to help STEM transfer students adjust to the University

• Offers stipends for such tasks as attending

socials, meeting with advisers, or presenting work

• Facilitates internships with government,

industry, or academia SC Projected Employment Growth

• Healthcare & Technical: 4.0%
• Computer & Mathematical: 3.6%

SmartState Program

• Supports research in 6 “Smart Clusters”

including advanced materials & nanotechnology, future fuels, and information science

• Research university partners: Clemson, Medical

University of SC, University of South Carolina

• Equal investment by state and non-state

partners (such as BMW and Roche)

• Has already generated $1.2B in private and

federal investment

Texas Engineering Experiment Station (TEES) National Institute for Renewable Energy (NIRE)

Case Study: Texas

• Established in 1914, supports engineering and tech-
• riented research and educational collaborations
• Administers >4K research projects and >2K

industry partnerships (e.g., Exelon Corporation)

• Generates $120M in federal and private funding
• University partners include: Texas A&M, Texas State,

University of North Texas, etc.

• Public-private partnership founded in 2009 by the

Innovate Texas Foundation and Texas Tech but works with other universities (e.g., Univ. of Iowa)

• Focuses on R&D for solar and other green energy
• Liaison between government, universities, and

private sector (including Alstom, AUI, Shell Wind) TX Projected Employment Growth

• Healthcare & Technical: 3.7%
• Computer & Mathematical: 3.4%

Hart Center for Engineering Leadership at SMU

• Partners with industry to create personal plans for

success and provide early exposure to corporate leadership tools like 360° feedback, leadership assessments, and leadership coaching

• Offers unpaid internships and paid, full-time co-ops

(the first co-op in the Southwest, founded in 1925)

• Structured mentorship program connects

students to professionals with aligned career interests, min. 3 years experience, and formal mentor training

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Part I: Demand Analysis – State Case Studies Florida has experienced growth in the same STEM occupational fields as high STEM growth states, positioning it well for more significant future growth

Source: BLS

Annual US Job Growth by Occupational Field and State, 2006-2011

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Part I: Demand Analysis – State Case Studies Arizona serves as a good model for Florida to emulate in order to successfully achieve the growth that STEM fields have represented elsewhere

Measure Arizona Florida Notes GDP Annual GDP Growth (2001-2011) 1.5% 1.0% Both Arizona and Florida suffered in the recent economic downturn Annual GDP Growth (2006-2011)

• 2.0%
• 2.6%

General Education % of Population 25+ with a High School Diploma 85.7% 85.9% In both states, ~85% of residents have a high school diploma, but only one-quarter hold a Bachelors’ degree or higher % of Population 25+ with a Bachelors’ degree or higher 26.5% 25.8%

STEM Education

STEM Degrees as a % of Total Degrees, Bachelors’ degrees and above 14.4% 12.7% Among Bachelors’ degree candidates (and above), Arizona graduates a larger share of students with STEM degrees annually than Florida does Occupation Growth STEM & STEM-related Occupation Growth (2006-2011) 2.3% 0.0% Similarly, while Florida’s STEM job growth has been flat in recent years, Arizona’s has grown at more than 2% per year Non-STEM Occupations (2006-2011)

• 2.0%
• 2.1%

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Part I: Demand Analysis – State Case Studies If Florida could grow its STEM industries at levels achieved in other states, it would represent an increase of ~50% in projected 2018 STEM job openings

Note: Overall replacement rate in US ~15%, replacement rate in STEM occupational fields ~7% (applied here); annual historical growth rates at the occupational level are applied and projected forward (annual occupational growth rates in FL on the left, a ramp-up to annual occupational growth rates in AZ on the right) Source: BLS, Parthenon analysis

Scenario 1: Status Quo Scenario 2: Focused Growth Florida’s STEM industries continue to grow and hire employees at historical rates Florida focuses on growing STEM fields and works to attract new employers to the state through financial incentives and the development of a highly-qualified labor force

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Part I: Demand Analysis Achieving growth in Florida will require a focused approach and coordination across industry, higher education, and government entities

• STEM and STEM-related jobs have

grown faster than other occupations in the economy

• Within STEM and STEM-related

fields, computer and mathematical have grown significantly higher than

• ther STEM occupations
• The Healthcare Practitioners and

Technical field today increasingly requires support from non-health- focused STEM occupations for imaging, informatics, systems design

• Ensure that departments/programs

align with areas of growth

• Coordinate with employers to design

programs that align with their needs so that students graduate “job ready”

• Employers anticipate hiring STEM

candidates who are more highly educated

• Employers take content/subject

expertise as a given, and are looking for practical skills/hands-on experience, soft skills like communications and teamwork, and business skills

• “Job ready” or qualified candidates

possess the hard skills and practical knowledge necessary to perform job tasks, but also the soft skills and theoretical knowledge to be strong contributors to their teams and to the workplace

• A school’s strong reputation can

attract both students and companies, who value proximity to well-reputed academic institutions

• States like AZ, SC, and TX that have

achieved higher than average growth have done so through: ‒ Intentional strategic planning – identification of state economic priorities ‒ Aligning state resources behind these priorities ‒ Industry engaging with local universities to develop strong research and economic development collaborations

• Partnerships for development and

innovation benefit both higher education institutions and industries/companies − Higher education students receive practical on-the-job experience through internships and co-op programs − Industries/companies can guide the development of future candidates − Both parties benefit from shared innovation and resources Implications for FL Polytechnic Findings Identify key areas of growth and target employers in these areas (existing and new) Understand needs of employers and align programming to respond to those needs Ensure ongoing growth and sustainability through strategic partnerships

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Objectives for Today

Part I: Review findings from demand analysis (STEM landscape nationally, in the Southeast, and in Florida) Part II: Discuss university-industry partnership continuum and models along the continuum Part III: Review preliminary set of peer institutions Summary: Discuss Implications and next steps for Florida Polytechnic Appendix: Supplementary materials ~ 45 min ~ 30 min ~ 15 min ~ 30 min

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Part II: University-Industry Partnership Continuum Partnership with industry is a vital component of universities’ success: in educating students, advancing research, and contributing to the economy

• ALL universities have some form of industry partnerships:

‒ For example, of the 50+ STEM-focused universities we identified in Phase 1 of our work, 100% establish relationships with employers for the purpose of student job

• placement. This is typically the most loose/least engaged form of university-industry

partnership

• The most powerful university-industry partnerships go beyond recruitment and span the

spectrum from student-focused (to advance teaching and learning) to economy-focused (to advance research and regional/local economic development

• There is a tremendous range in the depth and breadth of partnerships. The strongest

partnerships typically span multiple focus areas on the spectrum described above

• Collaborations also vary in terms of the number of partners involved. They can be:

‒ 1:1 relationships (1 university, 1 industry partner), e.g., specific research collaboration ‒ 1:Multiple relationships (1 university, many industry partners), e.g., recruitment, co-ops ‒ Multiple relationships:1 (many universities, 1 industry partner), e.g., corporate academic initiatives, software/hardware grants ‒ Multiple on both sides, e.g., joint collaborations within research parks, university- industry consortia in specific industries

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Part II: University-Industry Partnership Continuum Existing partnerships fall into five broad categories which are not mutually

• exclusive. The deeper the relationship, the more categories it tends to include

Student Focused Economy Focused Recruitment/ Job Placement Experiential Teaching & Learning

• The connection

between workforce labor needs and current students or recent graduates through outreach, information, and facilitation including career fairs, site visits, and resume

• pportunities
• The integration
• f industry into

the curricula and learning experiences, from advising and specific research to co-designing programs and co-

• ps

1 2

Students Students Target Audience/Main Beneficiary Description Lifelong Learning

• The development
• f an employer’s

workforce through access to certifi- cates, executive education, or programs that are fully customized to the workforce needs of the employer

3

Company’s Employees Advancement

• f Research
• Collaboration

between the industry’s needs and the institution’s interests leads to different levels of investment, from individual projects to long- term & large- scale projects

4

University Reputation/ Employers Economic Development/Tech Transfer & Commercialization

• Universities as a

place for innovation that bring together people and provide the infrastructure to incubate ideas

• Industry partners

help commercialize most promising ideas

5

Local Economy/ Broader Public

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Part II: University-Industry Partnership Continuum Levels of involvement can vary significantly from employer to employer, and range from “transactional relationships” to “strategic alliances”

Recruitment/ Job Placement Experiential Teaching & Learning Economic Development/ Tech Transfer & Commercialization Advancement

• f Research

Lifelong Learning LEVEL OF ENGAGEMENT LOW (“Transactional”) MEDIUM (“Collaboration”) HIGH (“Alliance”)

Career Fairs Job Interviews Company Seminars Internships Student Mentorship by company employees Employers in Advisory Capacity Research/Capstone Project Sponsorship Curriculum Development Assistance Course Teaching Co-Ops, Often with Student Mentorship Material Transfer Agreements Faculty Consulting Access to Industry Equipment & Space Sponsored Research Sponsored Clinical Trials Collaborative Research Projects Joint Applications for Funding 1 2 3 4 5 Business Seminars & Conferences Employee Tuition Reimbursement Access to University Resources (e.g., library) Employers as Significant Pipeline

• f Students

(B2B Recruitment) Customized Education Programs Start-up Assistance (Facilities, Advice) Start-up Assistance (Capital) Tech Transfer/ Patent Licensing Research Parks Joint Econ. Dev. Initiatives “Executive in Residence” Programs University-Industry Consortia

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Part II: University-Industry Partnership Continuum Mini-examples: Recruitment and Experiential Teaching & Learning

Sources: University websites; Parthenon interviews February 2013

Examples Level of Partnership

• Worcester Polytechnic Institute

research undergraduate projects

• ASU Polytechnic Campus/College of

Technology & Innovation iProjects

• Drexel University Co-Op Program
• IBM Academic Initiative involved a

broad range of universities and colleges

• IBM Watson student internships with

a range of universities and colleges

• Olin College year-long engineering

projects by seniors for corporate clients

• University of Pittsburgh “Executives

in Residence” Program 1 2

Medium High Very High Low

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Part II: University-Industry Partnership Continuum Mini-examples: Lifelong Learning

Source: University websites; Parthenon interviews February 2013, http://www.huffingtonpost.com/2012/05/10/tuition-reimbursement-10-companies-that- pay_n_1507188.html#slide=more22560 http://www.ece.umd.edu/News/news_story.php?id=4956, http://www.wiu.edu/foundation_and_development/profiles/john_deere.php,

Examples Level of Partnership

• Enrollment of employer workforce

into programs; employers provide tuition reimbursement

Medium High Very High Low

• Over 50% of Drexel University’s
• nline enrollment comes through

channel partnerships with employers

• Employees reimburse employees’

tuition, but also receive a discount when their employees enroll

• ASU Polytechnic’s College of

Technology and Innovation designed a customized program for Intel to train their workforce.

• Currently also designing a

program for Boeing

• Five new courses for Intel employee students to complement

the existing engineering curriculum

• Class schedule that accommodates the working schedules of

Intel employees (courses only on Wednesdays)

• Broader access and easier completion by putting more courses

in a hybrid model

• Capstone projects for Intel students are only within Intel
• Scaling standard program to all Intel sites

3

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Part II: University-Industry Partnership Continuum Mini-examples: Advancement of Research

Sources: University websites; Parthenon interviews February 2013

Examples Level of Partnership

• Rice University enters into a multi-year, multi-

million dollar partnership with Lockheed Martin to focus on Nanotechnology (2008)

• Virginia Tech partners with four corporations to

receive a five-year grant to establish a NSF- Industry/University Cooperative Research Center

• Cornell University utilizes space in Manhattan

donated by Google for its new “High Tech Campus” on Roosevelt Island

• Colorado School of Mines mine lab receives

refuge chamber donated by MineArc, Inc.

• ASU receives 25% of renewable energy research

awards from industry (over 100 companies including APS and Siemens)

• RPI Computational Center for Nanotechnology

Innovations in partnership with IBM and NY State houses the Watson computing system (1st deployment in an academic setting) 4

• UC Berkeley receives a 19-year, $500M grant from

British Petroleum to form a strategic research partnership focused on next-generation biofuels

Medium High Very High Low

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Part II: University-Industry Partnership Continuum Mini-examples: Economic Development/ Tech Transfer & Commercialization

Sources: University websites; Parthenon interviews February 2013

5

Examples Level of Partnership

• National Collegiate Inventors and Innovators

Alliance partners (NCIAA) partners with Univ of Maryland, GWU, and Virginia Tech to host the University Innovation Summit

• Arizona State University (ASU) and Global

Silicon Valley Capital (GSV) bring together key players in innovation: entrepreneurs, investors, politicians, educators

• bwtech@UMBC: Research and Technology

Park at University of Maryland Baltimore County (UMBC), 71-acre space for start-ups and like-minded companies to innovate together

• Largest research park in the world, Research

Triangle Park (three universities – Duke, NC State University, Univ of North Carolina; and

• ver 170 global companies)
• Technology Transfer Offices at universities

work with university researchers and with industry to facilitate transfer of university intellectual property – through patent licensing – to industry (development and commercialization)

Medium High Very High Low

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Part II: University-Industry Partnership Continuum Levels of funding (cash or in-kind) also vary with level of overall engagement

Funding Levels Smaller contributions, not necessarily program-specific Larger contributions, typically program-specific Major gifts Contribution Examples

• Software grants
• Hardware grants
• Lab equipment and supplies
• Guest lectures
• Student fellowship and

scholarship support

• Sponsorship of student

capstone projects

• Sponsorship of lab

equipment

• Sponsorship of new

curricular programs

• Endowed faculty chairs
• Endowed buildings
• Research centers
• Prototype funds

Source: University websites; Parthenon interviews February 2013

LEVEL OF ENGAGEMENT LOW (“Transactional”) MEDIUM (“Collaboration”) HIGH (“Alliance”)

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Part II: University-Industry Partnership Continuum Examples of Contributions

• The Baskin School of Engineering at UC Santa

Cruz receives three hardware accelerators and software for student use from EVE (hardware and software co-verification)

• Students at the Cockrell School of Engineering

(University of Texas at Austin) compete for $4M worth of annual merit-based engineering awards contributed by private and corporate sponsors

• Texas A&M receives $250K from Joeris to create a

modern CoSci lab to estimate the cost of construction projects for construction science majors

Source: University websites; Parthenon interviews February 2013

Examples Level of Funding

• Qualifying universities get free use of

Halliburton’s software, Landmark, in exchange for training students on the software and permitting recruiting visits

• Rice University and Lockheed Martin enter

into a multi-year, multi-million dollar partnership focused on Nanotechnology in 2008

• UC Berkeley receives a 10-year, $500M grant from

British Petroleum to form a strategic research partnership focused on next-generation biofuels

• University of Maryland receives a $1M donation

from Northrop Grumman to help build a new Residential Honors Cyber Security Program

Medium High Very High Low

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Drexel University Northeastern University Kettering University

Total Enrollment

• 25,500 total students
• 14,200 undergraduates
• 21,250 total students
• 16,400 total undergraduates
• 2,800 total students
• 1,800 undergraduates

Co-Op Founded

• 1919
• Over 100 years ago
• 1926 – first co-ops,
• Accreditation in 1945

Undergraduate Participation

• 92% of undergraduates participate
• ~5,000 students participate each year
• 91% of students participate
• ~7,000 students participate each year
• 100% of students participate

Academic Programs

• All colleges, all undergraduate majors
• All 9 colleges
• All 14 engineering programs

Number of Employer Partners

• 1,400 current partners
• Over 3,000 employer relationships
• 3,000 employers worldwide
• Over 500 organizations worldwide

Types of Placements

• Private, non-profit, and public sectors
• US and abroad
• Public, private, and non-profit (service-

learning option); US and abroad

• Primarily private STEM-related

companies Structure

• Eligible after freshman year
• Four-year degree program has one

6-month co-op; five year program has three 6-month co-ops

• Optimal pairing process to match

students with employers

• Centralized approach: Career

Services manages co-ops

• Eligible after freshman year
• Four-year degree program has two co-
• ps; five-year program has three co-op

experiences

• Decentralized: Each of Northeastern’s

9 colleges is responsible for its own co-

• p program. Some central monitoring
• Program begins as early as freshman

year

• Kettering is the independent school

previously owned and operated by General Motors Outcomes

• 35-45% of student entering the job

market are employed at their co-op placement

• 85% of all graduates employed within 6

months of graduation

• 50% of graduates received a job offer

from a co-op employer

• 90% of all graduates employed full-time

within nine months of graduation

• 60% of graduates accept positions with

their co-op employers

• 98 % of graduates are employed or in

graduate school within 6 months

Source: University Websites, Parthenon interviews February-March, 2013, US News

Part II: University-Industry Partnership Continuum Case Study 1: Mandatory co-op programs at Drexel, Northeastern, and Kettering are a fundamental element of the educational experience

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Virginia Tech Florida Institute of Technology Georgia Institute of Technology

Total Enrollment

• Undergraduate: 23,500
• Graduate: 7,500
• 4,240 full-time main-campus students
• 2,700 undergraduates
• 21,500 total students
• 14,000 undergraduates

Co-Op Founded

• 1914
• ProTrack launched in 2009
• Co-ops - 1958 (university founded)
• 1912

Undergraduate Participation

• Voluntary: 6% of undergraduates

participate

• 65% of undergraduates do an internship
• r co-op
• Voluntary: 4,100 participating students

Academic Programs

• Majority of participants are engineers,

not all majors can participate

• ProTrack - Engineers Only
• Co-op program for all students
• All engineering programs, many other

majors Number of Employer Partners

• Traditional job search process with job

posting board, no matching process

• Placements are approved by FIT
• Informal partnerships
• Over 1,000 organizations worldwide

Types of Placements

• Public, private, and non-profit (service-

learning option)

• US and abroad
• Public, private, and non-profit (service-

learning option)

• US and abroad
• Private, non-profit, and public sectors
• US and abroad

Structure

• Five-year program for co-op students
• Different requirements by major
• Required work-term of 13-15 weeks
• Centralized approach: Program is

run by Virginia Tech’s Career Services Office

• ProTrack – Four-year program for

Engineers only: 3 semesters of full-time work and still graduating in four years

• Outside ProTrack, five-year co-op
• Centralized approach: Coordinated by

Career Management Services

• Five year program
• Alternating semesters of full-time study

and full-time, paid employment

• Centralized approach: Run by the

Division of Professional Programs Outcomes

• In 2011, 47% reported employment

upon graduation

• Of those, 25% reported having worked

for the employer (internship, co-op, part-time, or summer job)

• Not available
• In 2011, 67% of all undergraduate

students entering the job market are placed at graduation

Part II: University-Industry Partnership Continuum Case Study 1: Optional co-ops at Virginia Tech, FL Institute of Technology, and Georgia Tech are a subset of experiential learning opportunities for students

Source: University Websites, Parthenon interviews February-March 2013, US News

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Part II: University-Industry Partnership Continuum Case Study 2: ASU and The College of Technology and Innovation at ASU Polytechnic have deep partnerships across the entire spectrum

Recruitment/ Job Placement Experiential Teaching & Learning Economic Development/ Tech Transfer & Commercialization

• Open recruitment

fairs for employers to come to campus

• Guest lecturers

from industries come in to discuss work and meet students

• Senior capstone

projects are a required element of the CTI curriculum

• iProjects require

industry mentorship

• Industry employees

teach/bring in practitioner perspective

• Industry advisory

board for every program Advancement

• f Research
• Emphasis on

applied research (apply for different kinds of grant, $10M grant from USAID for energy development)

• Students

participate in realistic design projects every semester Lifelong Learning

• Designed a customized

program for Intel. Intel employees are at different levels, some don’t even have associate's degrees

• ASU Poly accom-

modates these levels by referring employees without degrees to “gap” courses at ASU Career fairs and mentorship Capstone projects and applied research Comprehensive focus on applied research Customized industry programs ASU-Poly does not charge employers to recruit on campus iProjects for every student at an average

• f $25,000 per

employer ASU-Polytechnic spends 1/7th of what ASU does on research Intel guarantees 40 students/year and covers cost of iProjects. Intel students pay same tuition rates 1 2 4 3 5 University-industry consortia

• ASU/SenSIP

consortium focused on use- inspired research in the sensor and information systems industry

• Now approved as a

NSF-funded Industry/University Collaborative Research Center Advisory board includes Raytheon, Lockheed Martin, Intel, Sprint, and LG Comm.

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Part II: University-Industry Partnership Continuum Case Study 2: Georgia Tech has robust options and processes for industry engagement

• Hosts career fairs by

major and employer information sessions

• Employers can

purchase access to

• nline resume bank

($300)

• CareerBuzz online

internship and job posting portal

• Students complete

a research experience: ‒ Problem-based learning ‒ Capstone courses ‒ Individual research projects

• Largest voluntary

co-op program in the US

• Enterprise

Innovation Institute helped GA manufacturing companies reduce costs by $35M, increase sales by $191M, and create

• r save 950 jobs
• Streamlined

technology transfer through (IC)3, new group formed in 2011

• 48% of research

funds come from the DOD

• Overall research

expenditures in 2011 were over $655M

• Industry Research

Continuum

• utlines options

and focus of partnerships

• Custom Courses: GA

Tech experts create unique content to meet industry needs ‒ Traditional, blended, and online courses

• Primarily certificates,

includes distance masters 688 company visits on campus and 7,126 interviews recorded in 2011 Over 100 inter- disciplinary research centers In 2011, filed 143 non-provisional patent apps; 79 new patents issued 14% of sponsored research comes from private industry (~$88M) Serves 3,000+ companies and 23,000+ individuals

• n average

Source: University Website, Parthenon interviews February-March, 2013, US News

Career fairs and facilitating contact Multitude of

• pportunities and

means of engaging Full research institution, applied research focus Adapts to industry needs Incubates entrepreneurs & impacts economy Recruitment/ Job Placement Experiential Teaching & Learning Economic Development/ Tech Transfer & Commercialization Advancement

• f Research

Lifelong Learning 1 2 4 3 5

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Part II: University-Industry Partnership Continuum Case Study 2, cont’d: Georgia Tech has an ecosystem of institutional features to facilitate extensive partnerships with industry

Georgia Tech Research Institute (GTRI)

• Applied research arm (a college level unit)
• ~1,500 research staff and unique laboratory facilities
• Three strategic objectives:

‒ To create transformative opportunities ‒ To strengthen collaborative partnerships ‒ To enhance economic development as a benefit to the State of Georgia and society in general. The Enterprise Innovation Institute (EI²)

• Business and economic development assistance to

support local industry, entrepreneurs, economic developers, and help communities become more competitive

• Utilizes existing Georgia Tech programs, and focuses
• n the application of science, technology, and

innovation Advanced Technology Development Center (ATDC)

• The oldest and largest business incubator in the United

States, established in the 1980s

• Provides services and facilities for entrepreneurs to

launch and build new companies

• ATDC has graduated ~400 new companies
• In 2011, companies affiliated with ATDC reported

revenues of $1.3 billion and ~6K jobs Office of Innovation Commercialization, Industry Contracting, and International Collaboration (IC)3

• Responsible for technology transfer, licensing, and

commercialization

• Developed a series of differentiated agreements that

align with the needs of both parties in industry- sponsored research Georgia Tech Integrated Program for Start-ups (GT:IPS™)

• GT:IPS™ Facilitation is a graduated program of

support, information, and education for new company founders

• GT:IPS™ License offers the same terms to all Georgia

Tech startups in the same field and provides the startup with transparency into GTRC’s processes The Ecosystem of Organizational Structures for Industry Partnership at Georgia Tech Georgia Tech Research Corporation (GTRC)

• A “university-connected research foundation”
• Facilitates the execution of research for the university

to minimize the impact of restrictive state policies

• Narrow focus on the financial elements of research:

‒ Approximately 2,700 participating students ‒ More than 1,000 businesses and organizations worldwide

Source: University Website, Jilda Diehl Garton testimony before the Subcommittee on Research and Science Education

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Part II: University-Industry Partnership Continuum Case Study 2, cont’d: Examples of development

• pportunities at Georgia Tech

Institute Naming

• $10M to name Georgia Tech's Energy Research Institute

Strategic Energy Institute Director's Chair

• $2.5M to endow the chair

Seed Grants

• $3-5M to focus on those technologies and ideas that have the potential to be

commercialized or that can streamline the processes involved in the deployment of innovative energy options Endowed Chairs in Energy Disciplines

• $1.5M to support outstanding faculty chairs (for seed research projects, travel, equipment,

and student research assistants) Professorships

• $750K to support outstanding faculty (for seed research projects, travel, equipment, and

student research assistants) Industry Fellows

• $500K to facilitate increased interactions between top scientists and engineers and their

industrial counterparts Visiting Scholars

• $500K to support a temporary appointment of a visiting eminent scholar

Laboratory Naming

• $500K to become directly affiliated with labs or facilities used for energy research

Fellowships

• $300K to award to the most promising graduate students

Source: Georgia Tech website

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Part II: University-Industry Partnership Continuum Case Study 3: University of Maryland and Northrop Grumman – Specialized partnership to meet workforce needs

Experiential Teaching & Learning

• A required, year-long capstone project for all seniors addressing a challenge in the field
• Intensive, interdisciplinary, accelerated curriculum in key technical, policy, behavioral and social

science components of cyber security

• Embedded, state-of-the-art computer laboratories in residential facilities
• Consists of ~6 courses and serve as an honors-level supplement for students with primary fields
• f study as varied as business, engineering and psychology
• Builds on existing Northrop Grumman partnership with University of Maryland-Baltimore County

Residential living-learning program fosters collaboration within the Honors College at UMD

• $1.1M gift from Northrop Grumman
• 45 students per class

2

Advanced Cybersecurity Experience for Students: Developed to directly address an industry shortage

• f qualified candidates in cybersecurity, Northrop Grumman gave $1.1M to create a residential honors

society program that will open in Fall 2013, aiming to bring in 45 freshman each year.

Source: University Website, Washington Post, Parthenon interviews February-March 2013

Economic Development

5

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Part II: University-Industry Partnership Continuum In Summary: Implications for Florida Polytechnic (Breadth/Depth of Partnerships)

Recruitment/ Job Placement Experiential Teaching & Learning Economic Development/ Tech Transfer & Commercialization

1 2

Advancement

• f Research

4

Core Objective of Partnership Lifelong Learning

3 5

• Multiple

partnerships will be needed in order to achieve high job placement rate

• Multiple

partnerships will be needed in

• rder to provide

co-op

• pportunities for

all students

• Assumes

mandatory co-op

• Ideally, form a

university-industry collaborative early

• n (multiple

industry partners)

• Could start with

Advisory Board (represent multiple employers), then evolve to state- wide collaborative

• Start with lead

company in each field where Florida Polytechnic will have academic programming

• Grow to

multiple partnerships

• This may be

much farther down the road, but would start with a single company/lead partner

• Fundraising: Begin to nurture 2-3 key relationships for major gift opportunities (ranging from student fellowships to start-up

program funds)

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Part II: University-Industry Partnership Continuum In Summary: Implications for Florida Polytechnic (FTE Resource Requirements)

Recruitment/ Job Placement Experiential Teaching & Learning Economic Development/Tech Transfer & Commercialization

1 2

Advancement

• f Research

4

Core Objective of Partnership Lifelong Learning

3 5

• Career Services
• ffice to liaise with

employers, prepare students for job searches and interviews, etc.

• Co-op

management team (could be housed within Career Services)

• To start with, a

minimum of: business development person, 1-2 co-op coordinators, admin support

• Potentially a

Technology Transfer Office, but this is likely further out in the future

• Some Tech

Transfer functions could be

• utsourced (legal

aspects)

• Sponsored

Research office

• Legal counsel to

review contracts, etc.

• This could be

done through existing roles (e.g. CAO, deans, business development staff) Institutional Advancement Office (fundraising) – often need separate staff to build relationships with foundations, corporate funders, and to raise major gifts from individuals (cultivation of high net worth individuals) More detailed benchmarking would need to be conducted to determine FTEs needed initially and over time

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Objectives for Today

Part I: Review findings from demand analysis (STEM landscape nationally, in the Southeast, and in Florida) Part II: Discuss university-industry partnership continuum and models along the continuum Part III: Review preliminary set of peer institutions Summary: Discuss Implications and next steps for Florida Polytechnic Appendix: Supplementary materials ~ 45 min ~ 30 min ~ 15 min ~ 30 min

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Part III: Peer Institutions Potential peer institutions were determined based on the guiding principles from FL Poly, which led to specific criteria for selection

Strong links with industry Strongly believe in quality

• f undergrad education

and its real world relevancy

Peer Set

Focus on STEM “skills,” not just STEM “facts”

Guiding Principles – as understood based on discussions with FL Polytechnic Specific Gating Criteria

Either high percentage of completions in STEM or graduate 1,000+ students in STEM fields every year Relatively high admissions criteria Strong reputations Committed to innovation and entrepreneurship Income from research under 20% of total revenues STEM-focused, but most likely not STEM-only Primary focus on undergraduates, some masters Applied STEM curriculum to produce “work- ready” students to benefit the growth of Florida’s economy Research more applied than theoretical

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Institution Name and Location Ownership Categorization Degree Levels Total Enrollment % STEM Completions Grants % of Revenue Mean SAT (2009) Rankings

• 1. Olin College (MA)*

Private Elite Students Bachelors 344 100% 1% 1360-1520 Unranked

• 2. Harvey Mudd (CA)

Private Elite Students Bachelors 784 90% 5% 1520 USN: 12

• 3. US Naval Academy

(MD) Private Industry-Engaged Bachelors 4,576 54% 2% 1285 USN: 14

• 4. Carnegie Mellon (PA)

Private Elite Students B, M, D 11,531 55% 21% 1395 USN: 23

• 5. Rensselaer

Polytechnic Inst. (NY) Private Elite Students B, M, D 6,538 74% 22% 1360 USN: 41

• 6. Univ. of Illinois at

Urbana-Champaign (IL) Public Research/Industry- Engaged B, M, D 44,407 29% 24% 1280 USN: 46

• 7. Purdue Univ. (IN)

Public Industry-Engaged B, M, D 40,849 36% 17% 1160 USN: 65

• 8. Worcester Polytechnic
• Inst. (MA)

Private Industry-Engaged B, M, D 21,489 77% 9% 1325 USN: 65

• 9. ASU-Poly Campus

(AZ)** Public Industry-Engaged B, M, D, Certificates 9,752 19% 32% 1080 USN: 70

• 10. Virginia Tech (VA)

Public Industry-Engaged B, M, D 30,936 34% 25% 1210 USN: 72

• 11. Stevens Institute of

Technology (NJ)* Private Industry-Engaged B, M, D 44,616 82% 23% 1190-1390 USN: 75

• 12. Colorado School of

Mines (CO) Public Industry-Engaged B, M, D 5,524 87% 31% 1260 USN: 77

• 13. Rochester Institute of

Technology (NY)* Private Industry-Engaged B, M, D, Certificates 15,445 43% 8% 1100-1330 USN: 88 (Engin.)

Note: * SAT scores are 25th-75th percentile from USN&WR (median was not available); ** ASU figures are for the entire school, not just for ASU-Polytechnic Campus Source: University websites, US News & World Report

Part III: Peer Institutions Thirteen institutions of various sizes and models were selected based on this set of criteria; these are subject to change as FL Polytechnic’s vision evolves

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Objectives for Today

Part I: Review findings from demand analysis (STEM landscape nationally, in the Southeast, and in Florida) Part II: Discuss university-industry partnership continuum and models along the continuum Part III: Review preliminary set of peer institutions Summary: Discuss Implications and next steps for Florida Polytechnic Appendix: Supplementary materials ~ 45 min ~ 30 min ~ 15 min ~ 30 min

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Part I: Demand Analysis – Responding to Employer Demand for Talent The availability of qualified candidates plays a critical role in growing existing employers and attracting new employers to a geographic area

• STEM and STEM-related jobs have

grown faster than other occupations in the economy

• Within STEM and STEM-related

fields, computer and mathematical have grown significantly higher than

• ther STEM occupations
• The Healthcare Practitioners and

Technical field today increasingly requires support from non-health- focused STEM occupations for imaging, informatics, systems design

• Employers anticipate hiring STEM

candidates who are more highly educated

• Employers take content/subject

expertise as a given, and are looking for practical skills/hands-on experience, soft skills like communications, teamwork, and business skills

• Involve employers early on (e.g.,

through program-specific Advisory Groups, or broader Executive Committee responsible for fundraising)

• Make experiential learning the

foundational element of students’ experience (undergraduate research as early as freshman year, co-ops as early as sophomore year)

• Ensure that programs develop

practical skills and business acumen (through introduction of projects, business courses and majors, business competitions, etc.)

• States like AZ, SC, and TX that have

achieved higher than average growth have done so through: ‒ Intentional strategic planning to identify state economic priorities ‒ Aligning state resources behind these priorities ‒ Industry engaging with local universities to develop strong research and economic development collaborations

• Invest behind developing strong

relationships, initially with a smaller group of lead employers, and branching

• ut over time to diversify the base

− Higher education students receive practical on-the-job experience through internships and co-op programs − Companies can guide the development of future candidates and collaborate with university on research − Both parties benefit from shared innovation and resources Preliminary Recommendations Findings

• Offer a number of core degrees

(engineering, computer science), but allow for concentrations within these programs that align to areas of current and future growth, e.g.: − Information security, fiber security, systems engineering − Nanotechnology/robotics (for both healthcare and technology- related applications) − Energy conversion (including natural resource use and artificial power generation) Identify key areas of growth and target employers in these areas (existing and new) Understand needs of employers and align programming to respond to those needs Ensure ongoing growth and sustainability through strategic partnerships

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Discussion Next Steps

Operational Model Infrastructure

• In Process (being developed by the Board)
• What We Know: Demand is robust

enough to justify investment in a new

• Polytechnic. The new school should

make every effort to differentiate itself from existing offerings and deliver the mix of skills that employees are looking for (which depend on deep experiential learning)

• What We Know: To truly differentiate, likely need to combine three

core strategies: (1) Selective admissions process bolstered by partial/full scholarships; (2) Close partnership with industry partners to secure project sponsorship and co-ops (further down the road), and to ensure that curriculum is being revisited regularly with full industry participation; (3) Mandatory co-op experiences – a requirement for graduation

• What We Know: The types of functions that are needed in order to

support students and faculty effectively

• What We Still Need to Determine:

‒ What does the full organization (structure and capabilities) look like, in the short, medium, and longer-term? ‒ What is the minimum number of FTEs by functional area and how will that number scale with growth in enrollment over time? ‒ What are critical employee skill sets? ‒ What are the systems (bare minimum and ideal) that need to be in place to ensure a high-quality teaching and learning experience? What technological solutions should be put in place to optimize the experience?

• What We Still Need to

Determine: The specific program offerings that Florida Polytechnic will pursue (both core and niche)

• What We Still Need to Determine:

‒ What type of faculty do we need to recruit? What will it cost to recruit this type of faculty (salaries, research budgets, etc.)? ‒ How will we deliver instruction to students? All onsite, hybrid, or also online? What are the costs to develop and deliver online/hybrid courses? Can we leverage the Florida Virtual Campus?

Vision and Mission Programmatic Focus

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Objectives for Today

Part I: Review findings from demand analysis (STEM landscape nationally, in the Southeast, and in Florida) Part II: Discuss university-industry partnership continuum and models along the continuum Part III: Review preliminary set of peer institutions Summary: Discuss Implications and next steps for Florida Polytechnic Appendix: Supplementary materials ~ 45 min ~ 30 min ~ 15 min ~ 30 min

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Appendix Additional Survey Data: Types of Educational Institutions Attended by STEM Employees

Types of Educational Institutions Attended by STEM Employees

Source: Parthenon STEM Employer Survey (n=111)

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Appendix Additional Survey Data: Types of Educational Institutions Attended by STEM Employees (Florida Only)

Types of Educational Institutions Attended by STEM Employees, Florida Companies Only

Source: Parthenon STEM Employer Survey (n=111)

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Appendix Additional Survey Data: FSUS Institutions from which Florida STEM Employers Typically Hire

FSUS Institutions from which Florida STEM Employers Typically Hire

Source: Parthenon STEM Employer Survey (n=111)

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Appendix Co-Op Programs in Florida’s State University System

Source: University websites

University Co-Op Program Option 1 Co-Op Program Option 2 1) Florida Atlantic University OPTIONAL PROGRAM Coordinated by the Career Development Center Full-time (Alternating Co-op): Students alternate semesters of academic study with semesters of full- time, paid Co-op/Internship assignments. Students work full-time for a semester and return to school the following semester to continue their course studies. Students may remain with the same employer during their next Co-op or accept employment with a new

• company. Full-time is defined as a minimum of 35

hours per week for 13 consecutive weeks Part-time (Parallel Co-op): Students work on a part- time basis while they are enrolled in full-time classes. Part-time is defined as at least 15 hours per week for 13 consecutive weeks Eligibility: Full-time FAU enrollment in an undergraduate or graduate degree seeking program . Completed 30 credits of undergraduate coursework or 9 credits of graduate coursework. Transfer students must complete one semester at FAU before applying. FAU cumulative GPA of at least 2.7 undergraduate or 3.0 graduate. Students must apply a semester prior to their participation (i.e., apply during the spring semester for a Co-op/Internship in the summer). Academic Credit: In order to receive elective credit, the academic department must give written approval; otherwise, Co-op credit is an additive credit http://www.fau.edu/cdc/coop/generalcoop.php 2) Florida Gulf Coast University None identified 3) Florida International Univ. OPTIONAL PROGRAM Coordinated by Department of Cooperative Education in the Division of Student Affairs Alternating Co-op: Students spend alternate semesters in school full-time and fully employed in industry in a technical position directly related to their

• major. Students receive full pay for their work in
• industry. Co-op students typically agree to spend at

least three work periods in industry. Based on three work periods, students should enter the program during the first semester of the junior year Parallel Co-op: A student might alternate work and study during the same semester by attending the University part-time and working part-time in industry http://catalog.fiu.edu/index.php?id=10067&section=colle gesandschools&college=1&parent=10067

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Appendix Co-Op Programs in Florida’s State University System

Source: University websites

University Co-Op Program Option 1 Co-Op Program Option 2 4) Florida Agricultural and Mechanical University OPTIONAL PROGRAM Department of Computer and Information Sciences. The department encourages internships and cooperative education work experiences for its majors. Major corporations, federal agencies, and state agencies actively recruit CIS majors for paid summer internship internships (8-12 weeks) and for semester-long co-ops. Professional Development courses (CIS 1920 and CIS 3920) help prepare students for these work experiences. Student work experiences, however, must be planned in advance, recognizing that internships or co-ops that

• ccur during the school year may delay completion of the CIS degree

http://www.famu.edu/index.cfm?catalog&ComputerandInformationSciences 5) Florida State University OPTIONAL PROGRAM Coordinated by FSU’s Career Center Some assistance offered by the co-op/internship office in FSU’s Career Center (SeminoleLink web database) and by departments, but students also network independently. Students may be able to earn course credit through their academic department, but it is their responsibility to contact the appropriate department to determine if credit is available and comply with the policies and procedures required. Credit is granted at the discretion of individual departments http://www.career.fsu.edu/experience/document/recognition/ 6) New College of Florida None identified 7) University of Florida OPTIONAL PROGRAM Alternating Plan: Students alternate between full- time work and full-time academic study. To complete the program, three alternating semesters of work are required for undergraduate engineering students, and two are required for undergraduate students in non-engineering majors and graduate students Parallel Plan: Students work a minimum of 20 hours per week while continuing to attend class. To complete the program, six semesters of parallel experience are required for undergraduate engineering students, and four are required for undergraduate students in non- engineering majors and graduate students http://www.crc.ufl.edu/employers/employerInternships.ht ml

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Appendix Co-Op Programs in Florida’s State University System

Source: University websites

University Co-Op Program Option 1 Co-Op Program Option 2 8) University of Central Florida OPTIONAL PROGRAM Coordinated by the Office of Experiential Learning in Undergraduate Studies. Each year, over 20,000 students at UCF participate in experiential learning in co-op, internships, and service- learning courses. Co-ops are multiple semesters, starting as early as sophomore year; with progressively responsible experiences, usually with the same employer. They are major-related, and it is possible to earn academic credit hours for information you learn on a co-op assignment if the credit will count toward your degree program. All co-ops are paid. The cost for co-op credit is the same as credit for any other credit course at UCF. To be registered for credit you must have the approval of your co-op coordinator prior to going on

• assignment. Students taking co-op for credit will be given additional assignments based on the number of

credit hours earned, such as journals and special projects, in additional to the basic requirements listed below. These requirements are agreed upon at the beginning of the term and must be completed by the end of the term to receive a satisfactory grade Eligibility: Enrolled full time at UCF as graduate or undergraduate. Completed a minimum of 20 college semester hours Maintain a 2.5/4.0 GPA. Co-op: Able to work at least 2 full semesters http://explearning.ucf.edu/about-cooperative-education-/360 Alternating Plan: Students work as full-time employees every other term, alternating terms of full- time work with terms of full-time school Parallel Plan: Students work part-time year round while attending school full time 9) University of South Florida OPTIONAL PROGRAM Coordinated by USF’s Career Center Alternating Plan: Students alternate full time semesters of training (35-40 hours a week per semester) with full time semesters of study Parallel Plan: Students work their Co-op assignments

• n a part time basis (15-25 hours a week per semester)

while taking classes Length: Semester-long course with an academic component taught on-line. Credit: A student receives and accepts a Co-op training offer, they will be required to register for the Co-op Course which is for “0” credit and is graded “S” or “U” (Satisfactory or Unsatisfactory). Paid. Eligibility: Minimum overall/cumulative GPA of 2.5, good standing with the University. Completion of at least 45 semester hours of coursework. Officially accepted/declared in their major (not in “pre-major” status) http://www.career.usf.edu/students/co-op.htm http://www.career.usf.edu/PDFs/Co-op%20PPT%20for%20EMPLs%2011-2-12.pdf

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Appendix Co-Op Programs in Florida’s State University System

Source: University websites

University Co-Op Program Option 1 Co-Op Program Option 2 10) University of North Florida OPTIONAL PROGRAM Coordinated by Career Services in the Division

• f Student Affairs

Oversight: Co-op positions must be approved by Co-op Coordinator; program is closely monitored by the UNF Co-op Coordinator Payment: Paid positions; may be part-time or full-time Length: Must adhere to the semester-based schedule (semester long) Academic Credit: Must be relevant to the academic program. Can be taken for credit : 0-3 credit hours each

• semester. Must work a minimum of 100 hours per semester (0 credit). To earn 1 credit, need to work 150 hours,

to earn 2 credits, need to work 225 hours, and to earn 3 credits, need to work 300 hours per semester http://www.unf.edu/careerservices/employers/Cooperative_Education-Employers.aspx 11) University of West Florida OPTIONAL PROGRAM Coordinated by UWF’s Career Services Alternating Co-op: A student alternates between workplace and school semester by semester, working 40 hours a week during work terms and going to school full time during academic terms Parallel Co-op: A student works and goes to school at least 3 semesters in a row, averaging 15-25 hours a week at work and 9-12 academic credits Always for course credit Always paid http://uwf.edu/career/cs_employer/devinterncoop.cfm

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Appendix Technology Transfer: The top 20 Universities account for about 50% of the Patents granted to Universities

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Top 20 R&D Institutions University of California 421 470 462 443 467 466 449 410 443 371 256 275 396 M.I.T. 148 155 121 142 152 135 139 146 143 145 138 141 190 California Institute of Technology 95 103 108 128 117 144 136 112 123 117 106 94 138 University of Texas 115 116 101 101 109 110 115 101 118 100 90 117 141 Stanford University 83 92 111 91 112 87 84 96 106 95 131 123 174 University of Wisconsin 85 89 70 76 82 89 74 79 106 99 92 123 145 Johns Hopkins University 86 110 89 87 97 81 101 80 99 69 71 62 85 University of Michigan 55 58 75 59 57 75 76 86 81 68 80 69 86 Cornell University 73 70 53 72 40 64 45 46 65 55 57 61 84 Columbia University 59 59 59 63 47 65 53 60 57 58 56 50 85 University of Florida 60 55 68 59 47 64 45 71 83 63 47 57 49 University of Pennsylvania 80 64 38 55 49 32 35 47 49 43 48 40 79 University of Washington 60 54 63 52 44 36 33 33 44 43 47 55 84 State University of New York 54 59 65 42 55 38 39 32 46 29 45 58 67 Georgia Institute of Technology 28 38 42 40 49 47 37 45 55 55 48 47 82 University of Illinois 20 34 29 36 34 44 63 37 51 47 51 70 94 Harvard University 64 49 44 42 52 45 45 31 43 47 52 38 50 Michigan State University 61 54 44 41 53 51 30 27 36 38 48 43 43 University of Minnesota 48 55 48 42 42 43 46 42 39 40 36 39 42 University of Chicago 57 53 61 63 55 47 53 30 49 29 16 19 18

Patents Granted to Top 20 R&D U.S. Universities, 1998-2010

Source: Association of University Technology Managers (AUTM), AUTM Licensing Survey (various years)