in-demand magazine - science technology engineering careers

InDemandInDemand

Control Your CareerScience and math skills are the hot links to innovation and entrepreneurship

Connecting today’s students with the careers of tomorrow Issue 5

Careers in SciencewTechnologywEngineeringwMath

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Career Voyages STEM AD.pdf 8/14/06 11:14:49 AMCareer Voyages STEM AD.pdf 8/14/06 11:14:49 AM

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The gateway to a successful future is not so much knowing your intendedcareer path today but in keeping an open and curious mind about the information you are learning now in your classes and how it relates to potential career opportunities for you in the future—whether you enter thework force after high school, college or advanced studies.

This issue of InDemand illustrates how math and science skills are key toentering multiple career paths in most high-growth industries. Theseopportunities are available to analytical students as well as creative students;to students who prefer to work on teams and those who prefer to work alone;to students who are interested in the environment, computers, geography,statistics and/or chemistry, to name only a few fields. These opportunities canbe found in incredibly diverse industries, such as biotechnology, health care,advanced manufacturing, aerospace, retail and more.

I’m Emily Stover DeRocco, Assistant Secretary of Labor for Employmentand Training, and I run the federal agency that helps American workersfind rewarding jobs and get the education and training they need tosucceed. Since you will soon become an important part of our nation’swork force, the U.S. Dept. of Labor’s Employment and Training

Administration wants you to have this publication, InDemand—Careers inScience uTechnology uEngineering uMathematics. It will let you know about manydifferent career paths (including starting your own business) so that you canbuild your own successful future.

This magazine talks about what you need to learn and do to land that first greatjob or even a lifelong, rewarding career. Whether you want to be a graphic designer… pharmaceutical engineer … sound technician … or astronomer, there are lots ofcareers in science, technology, engineering and mathematics that pay well.

This magazine is packed with great information. Please read it and sharewhat you find with your parents, teachers and your school or guidancecounselor. They can help you find the right college or university to prepare youfor a career in whatever field suits you or find the right apprentice program togain skills and job experience in that field!

So what’s InDemand? You are! Your knowledge … your curiosity … and yourskills are all InDemand—and so are the many high-growth jobs that you will discover more about in this publication.

Assistant Secretaryof Labor Emily

Stover DeRoccohelps workers build

successful careers.

Dear Student:

Emily Stover DeRoccoAssistant Secretary of Labor

Do you find yourself unsure of how to answer the question: What do I want to do with my life? Or have you already picked a career? However you answer thesequestions, the good news is that one of life’s greatest journeys is open to you in the world of work.

2 | www.careervoyages.gov

All kinds of people are joining these growing fields in so many different ways, and they have an impressive array of jobs from whichto choose. Young people in 20 different careers tell you why.

Contents

4POWER UP!Science, technology, engineeringand math drive the innovation necessary to keep America at the

forefront of emerging technologies andthe competitive global economy.

STEM Career Profiles

14 AIR-TRAFFIC CONTROLLERASTRONOMER

15 CAD TECHNICIANCOMPUTER FORENSICS SPECIALIST

16 COST ESTIMATORDIRECTOR

17 ELECTRICAL ENGINEERFORESTRY TECHNICIAN

18 GRAPHIC DESIGNERLAND SURVEYOR

19 MECHANICAL ENGINEERING INTERNMECHANICAL ENGINEER, MENTOR

20 NATURALISTPHARMACEUTICAL ENGINEER

21 PROCESS ENGINEERRESEARCH LAB TECHNICIAN

22 SCIENCE TEACHERSOUND ENGINEER

23 STATISTICIANVIDEO-GAME DESIGNER

137 YOU CAN DO THATWITH A

SCIENCE OR MATH DEGREE?These critical skills are thefoundation for imaginative,

risk-taking entrepreneurship and suc-cessful, rewarding careers.

10 TAKING SCIENCE ANDMATH IN TOTALLY NEWDIRECTIONSWhat’s a student’s best

strategy for pursuing a career in science,technology, engineering or math?

InDemandCareers in STEM

U.S. DEPARTMENT OF LABOREmily Stover DeRoccoGardner E. CarrickKatherine A. AllenDan AustellRachel CowgillLinda FowlerMonte Lutz

THE MCGRAW-HILL COMPANIES EDITOR-IN-CHIEFElana A. Shippen

EDITORIAL DIRECTORJanice L. Tuchman

EXECUTIVE EDITORLisa Schnirring

MANAGING EDITORWilliam J. Angelo

PUBLICATION DESIGNMitch Shostak, Shostak StudiosAnna Egger-SchlesingerCorey Kuepfer

ART AND PRODUCTIONSue PearsallStravinski Pierre

WRITERSHousley CarrFran HowardG. James PinchakLisa Schnirring

PHOTO EDITORJackie DiMitri

INDUSTRY ANALYTICS AND ALLIANCESHarvey M. Bernstein

GOVERNMENT AND BUS. DEV. MANAGERJames Kerr

EDUCATION ADVISORSCharlotte Frank, McGraw-Hill EducationCathy Scruggs, Glencoe/McGraw-Hill

MANUFACTURING AND DISTRIBUTIONTed FreedmanKathy LavelleMichael Vincent

CIRCULATIONMaurice Persiani

FINANCIAL DIRECTORIke B. Chong

PUBLISHERMark Kelly

GROUP EDITORIAL DIRECTORRobert Ivy

GROUP PUBLISHERJames H. McGraw IV

Published for the U.S. Department ofLabor by McGraw-Hill Construction,Norbert W. Young Jr., FAIA, president;and Glencoe/McGraw-Hill, Steven E.McClung, president. McGraw-HillConstruction and Glencoe are units ofThe McGraw-Hill Companies.

Digital versions of InDemand can bedownloaded from careervoyages.gov.

InDemand was written and produced by The McGraw-Hill Companies under contract to the U.S. Department ofLabor Employment and Training Administration. No official endorsement by the U.S. Department of Labor of anyproduct, group, commodity, service or enterprise mentioned in this magazine is intended or should be inferred.

U.S. Department of Labor

ON THE COVER: Illustration by Steve LyonsMastering science and math skills will help put you in the driver’s seat for tomorrow's world of high-paying, high-tech jobs.

24 START YOUR OWN(AD)VENTURE!Young people are

some of the savviest users of technologyand they have creative minds for solving problems using science, technology,engineering and math skills. It’s no surprise that many innovators in thesefields get started when they’re teens!

26 FUN FACTSWhy can’t astro-nauts burp inspace? What is so

scientific about snowboards? What makesa roller coaster run? Take our fun, fact-filled tour of science, technology,engineering and math to see how they turnup in everyday life, from cell phones andbowling balls to finding gold in the ocean!

28 RESOURCE GUIDE How to contact organizations that can help youfind out more about science, technology, engineering and math careers.

30 ENCOURAGE TOMORROW’S PROBLEM-SOLVERSEven if you don’t know where to start exploring your options in science,

technology, engineering and math careers, adults can help point the way and showyou some fun ways to explore different fields and careers.

Careers inSTEMSciencewTechnologywEngineeringwMath

POWER UP!Thank the scientists, technologists, engineers and

mathematicians who make it happenby Lisa Schnirring

Ocean sensors and global positioningsystems can help people escape killertsunamis. New fuel formulas can makecars cheaper to operate while providingus with cleaner air. Gene therapy maysomeday terminate cancer. New hybridgrains will feed more people. Betterpersonal identification devices can makeAmerican borders more secure.

The world is filled with problems—and opportunities. There’s plenty ofwork to be done for well-trainedentrepreneurs. And that same spirit ofinnovation can also help create better-tasting pizza and smaller cell phones,new ways to shop for the latest fashionsand more realistic video games.

What sparks innovationThat’s a four-part answer: science,technology, engineering and math(STEM). Most new developments thatmake the world a better place in whichto live involve one or more of thesefields. Sometimes they involve all four!

When you listen to a portable musicplayer, consider the expertise that wentinto the device. Electronic engineersdevised inner workings that are smallenough to comfortably carry. Employeeswith high-tech skills and tools tested theproducts to make sure they are safe andreliable. Materials engineers formulatedcases that are tough and picked colorpigments that are appealing to theconsumer. Mathematicians createdfinancial projections that told the

company what young people want in amusic player and how much they wouldbe willing to pay for it.

Innovation benefits AmericaSome of the fastest-growing jobs inAmerica, such as biotechnology andnanotechnology, need workers whoknow a lot about science, technology,engineering and math. New productsnot only make our country a technologyfront-runner but also ensure that it’s atop contender in a tough, competitiveglobal economy.

Creating new and better products andsolving some of today’s most perplexingproblems have a healthy ripple effect thatyou can feel on a personal level. Inno-vation creates good-paying jobs that arein high demand. Not only that, all ofthese fields have a built-in feature thatmakes them fascinating and rewarding:Science and technology are constantlychanging, so the work is never dull. Let’stake a closer look at STEM.

Science promotes understandingScience helps us understand and makeuse of phenomena that happen in thephysical world, from astronomy tozoology. In the study of cancer, forexample, cell biologists map out howgood cells go bad. Some of the best newdevelopments occur when experts indifferent specialties team up. You’ve gotentomologists who know everythingabout mosquitoes working with chemiststo develop more effective bug repellents.Or you have astronomers working withgeophysicists to map the surface of Mars.

Botanists can tell you why a rose smellsso good, and a meteorologist can tell youif it’s going to rain on Tuesday.

Some scientists say they were drawnto their particular field through interestsor hobbies they had when they wereyounger. What are some of the thingsabout the natural world that fascinateyou? Can you see yourself becoming anexpert in any of them? Have you taken avariety of science courses in high school?

Technology’s useful toolsTechnology harnesses physical andmental capabilities to achieve a particularend. It can be as simple as making ahammer or as complex as developingartificial intelligence. In business,computer programmers have devisedsecure ways for customers to makeonline purchases. You have people whoare savvy with sound effects teaming upwith those who have mastered visualeffects to make movies like King Kong.

A computer forensics expert cantrack down who hacked into a sensitivedatabase, and a graphic artist can designan eye-popping Web page that can helplaunch a new business. Sometimespeople who enjoy using a certaintechnology decide to make it theircareer. What are some of your favoritegadgets? Can you picture yourselfinventing something new and better?Have you taken any technologyeducation classes in high school?

Engineering advancesIn a nutshell, engineering is using theknowledge of science, technology andmath to develop a useful new object orprocess. Chemical engineers can deviseways to decrease some of the adverse sideeffects of heart medication. Civil engineersare working with environmental engineersto protect the city of New Orleans fromthe next major hurricane. Automotiveengineers are working with safetyengineers to design cars that reduce theinjuries people sustain in accidents.

A traffic engineer can plan how to

NNatural disasters. Global warming. Cancer.World hunger.Homeland security. Chances are, if a teacher asked you tolist some of the biggest problems facing the world today,one or more of these issues would quickly come to mind.Finding solutions isn’t easy, but it can be rewarding.Around the world, innovators are constantly chippingaway at all of these problems and making great strides.

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Make a connection to a great and rewardingcareer or start your own innovative businessby building on your science and math skills.

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prevent traffic jams, and a mechanicalengineer can design a robot. Peoplewho are good at figuring things out andfixing things tend to make goodengineers. Can you think of somethingthat you fixed that you’re proud of? Canyou picture yourself getting paid to makethem work? Have you participated in anypre-engineering programs while in highschool?

Math makes senseMath is all about calculating, using logicand measuring. It also involves the studyof shapes and the motions of physicalobjects. A mathematician can determinethe trajectory of a long-range missile. Astatistician can predict how severely adrought will affect the local economy.Some math majors work in the textileindustry creating equations for mixingcoloring dyes. Actuaries help businessescalculate the risks and benefits ofdecisions such as introducing newproducts or acquiring new divisions.

By their very nature, mathematiciansare excellent problem-solvers, and theirservices are needed. Have you consideredall your math options in high school?

Putting it all togetherWhenever you use something that makesyour life easier or more fun, think of allthe scientists, technologists, engineers andmathematicians that made it happen.And if you feel a strong connection to ahobby, an interest or a gadget, why notclimb aboard and make it even better?America needs you to be an innovator!Seek your career options in STEM today.


Every day, scientists like this botanist workhard to make our lives better by expandingthe boundaries of human knowledge.

KEEPING AMERICA STRONGScience, Technology, Engineering and Math (STEM) in government

Our government needs new workers in science, technology, engineering andmath to provide services for its people and to protect the country and its resources. Are you interested? Exciting opportunities in government can befound in all states and U.S. territories. Job sites range from computer networkfacilities to the inside of a submarine. For these high-demand areas—science,technology, engineering and math—wages are great, the jobs have good ben-efits, and opportunities for advancement are favorable. Another nice thingabout federal jobs is the rewarding feeling you get from serving your country.

SCIENCE. The number of people who work in science forthe government is huge.There are agronomists at theU.S. Department of Agriculture who research plantdiseases to protect farmers’ crops and the country’s foodsupply. Ecologists work for the Environmental Protection

Agency to examine the effects of pesticides and other chemicals on localdrinking water. Forestry technicians keep watch over U.S. properties, monitorfor fires and ensure that our lands are safe for animals to live and people toenjoy. Chemists working at the Food and Drug Administration review applica-tions for new medications to make sure the drugs’ benefits outweigh any possible side effects. Geologists working at the Bureau of Mines keep invento-ries of valuable resources and ensure that companies adhere to sound miningpractices to better preserve our natural resources.

TECHNOLOGY. All divisions of the U.S. governmentdepend on information technology workers to keep theircomputer systems working and to develop new ways tokeep track of and share information with other depart-ments.Think of how important technology is for allowing

the Central Intelligence Agency to do its important work for national security.Social Security network administrators help keep key computer systems running,which among other things, helps older people receive their checks every month.Some of biggest technology projects in the world are built and maintained bythe U.S. government, from supercomputers to satellites.

ENGINEERING. This field is so important to the U.S.government that there’s a department that bears itsname: the U.S. Army Corps of Engineers, which designsand constructs dams, military installations and other largefederal projects. But there are several other areas of

government that also depend on engineers. For example, engineers at theDepartment of Energy build and maintain hydropower plants, research cleanenergy systems and undertake projects in nuclear physics. All branches of thearmed services depend on engineers for their role in developing and modifyingaircraft, tanks, weapons and other battle equipment.

MATH. Can you imagine the vast amount of data and statistics used by the many branches of government? The mission of the Internal Revenue Service, of course, isto collect and count tax money. Mathematicians projectthe money it will collect so that other government

departments can plan their yearly budgets.The Department of Commerce hasmathematicians that make projections about the economy. Many scientists,technical specialists and engineers in government agencies work closely withmathematicians, from the space program to bridge-building projects. STEMopportunities are almost limitless in the federal government.Tour the U.S.government job Web site at www.usajobs.gov.

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Advances in technology depend morethan anything else on skilled teams ofscientists, engineers and mathematicianseyeballing a problem. They ask eachother questions: “How do we make thisbetter?” and “What if we tried this?”Together, they come up with ideas thatkeep their businesses a critical stepahead of the competition.

The wild science and math jobs out thereYou probably think you have a good ideaof what’s involved in careers that dependon science and math. Maybe you knowsomeone’s dad who is a civil engineerand designs bridges. Or you may have an

aunt who’s a scientistat a drug company.But these jobs are justthe tip of the iceberg.

For instance, areyou a math wiz? Youmay want to thinkabout a career on WallStreet. Big investmentbanks are looking formathematicians whocan develop newalgorithm-based strategies for buyingand selling stocks.

Technology-based careers pop up inall sorts of unexpected places. Forexample, check out the jobs being

advertised online by some of yourfavorite brands, like Nissan, Oakley andTimberland. Researchers, designers,engineers—all kinds of interesting workis being done by people with science andmath education ... and experience.

“Most students don’t end up doingwhat they expected at first,” says ChrisBell, associate dean at Oregon StateUniversity’s College of Engineering,Corvallis. “They may start out astechnicians or engineers, but a lot ofthem end up in management, medicineor law.” Many attend graduate business

school, too.Bell recommends

staying open-mindedand flexible. Try towork on your socialskills as much as yourgeometry and biology.“Good communicationis vital, becausescience- and math-related careers are allabout working as partof a team,” he says.

Just this once, thinksmall–very smallTeamwork is especially key innanotechnology. Apple put

The floor of the stock exchange ischaotic, but teamwork and greatmath skills pay off big time.

TThere is great news if you have a talent in science,technology, engineering or math! Some of the most interesting, high-paying jobs out there are the ones thatrequire minds like yours. High technology drives oureconomy, innovation drives high tech, and peopletrained in science and math drive innovation. And tech-nology goes way beyond the obvious high-tech industrieslike computers. We’re talking everything from alternativeenergy to biotech to making skateboards.

By Housley Carr

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nanotechnology to work to create theiPod and made it familiar to millions ofAmericans. But you probably don’t knowthat nanotechology has the potential tochange the way we do things as much ascomputers did a generation ago.

Basically, nanotechology is all abouttaking things down to their microscopiclevel. Need a powerful computer orvideo camera small enough to sit on adime? A new, energy-absorbing metal tomake small cars much safer? How abouta “nanomedicine” specially designed—molecule by molecule—to beat cancercells at their own game?

If smart people like you get involved,it will be possible. “Nanotechnology willaffect everything,” says Rosalyn Berne,an associate professor of science,technology and society at the Universityof Virginia’s School of Engineering andApplied Science in Charlottesville.

The way Berne sees it, as nano-technology evolves, we will see all kindsof engineers, scientists andmathematicians working together inteams that will look at problems intotally new ways and come up withincredible solutions.

Where will nanotechnology lead? “Wereally don’t know yet,” says Berne. But itdefinitely will be an exciting journey—one you should be on board for!

It’s not really a career–it’s a journey“One thing that’s really different [inscience, technology, engineering andmath careers] from a few years ago is themobility in the job market,” says BartSinclair, associate dean at RiceUniversity’s George R. Brown School ofEngineering, Houston. “It used to bethere was a good chance you would staywith the company that hired you justout of college. Now, the norm is three orfour or five major career shifts” duringyour working career. “You may still beworking for the same company, but youmay be doing something totallydifferent,” Sinclair says.

The most important thing to takefrom what Sinclair and the others say is

that education matters, whether you areheaded for a job in science, technology,engineering or math—or a mix of all ofthem.

Employers respect whatever effortyou make to obtain education andtraining beyond high school. If that’s atechnology certificate or an associate’sdegree from a community college, that’sgreat. If you have the money and theability to go for a four-year degree inmath, science or engineering, that’sawesome, too.

In general, starting salaries match up with how much schooling youcomplete. Graduate from a communitycollege and you may find yourselfearning from the low thirties to the low forties to start. A Bachelor ofScience or an engineering degree froma four-year college will probably startanywhere from the mid-forties to theupper fifties.

And remember: Whether you get atwo-year degree or a four-year diploma,keep thinking about continuing youreducation once you graduate, either fulltime or while you are on the job. Oddsare, your employer will chip in some ofthe cost or maybe even provide a freeride. Bosses really value workers whopursue lifelong learning.

In today’s global economy, thedemand for people with advanceddegrees in science, technology,engineering and math will continue togrow, and there is no reason in the worldwhy someone who starts out with anassociate’s degree can’t eventually end upwith a master’s degree or Ph.D. Successstories happen every day. Be one.

As for feeling good about what youdo, just think about what science- andmath-trained people do: developmedical breakthroughs, come up withnew plastics based on corn, not oil, andreduce hunger in the Third World. Ifthere’s a chance to do that and make agood living, why not go for it?

Accountant $51,000

Actuaries $76,000

Aerospace Engineer $79,000

Air-Traffic Controller $102,000

Anthropologist $44,000

Architect $61,000

Astronomer $97,000

Biological Scientist $69,000

Biomedical Engineer $68,000

Broadband Technician $47,000

Chemist $63,000

Computer Programmer $63,000

Computer Forensics Specialist $85,000

Computer Systems Analyst $67,000

Cost Estimator $70,000

Economist $73,000

Electrical Engineer $76,000

Environmental Engineer $71,000

Financial Analyst $62,000

Forestry Technician $25,000

Geoscientist $69,000

Graphic Designer $38,000

Industrial (CAD) Designer $52,000

Lab Technician $31,000

Land Surveyor $43,000

Mathematician $81,000

Materials Engineer $67,000

Mechanical Engineer $66,000

Meteorologist $70,000

Naturalist $52,000

Network Administrator $58,000

Nuclear Engineer $85,000

Pharmaceutical Engineer $77,000

Physicist $88,000

Science Teacher $44,000

Sound Technician $38,000

Statistician $57,000

Urban Planner $54,000

Video-Game Designer $49,000

*Median salary refers to the salary halfway between the highest and lowest salaries.Source: U.S. Department of Labor, Bureau of Labor Statistics:www.bls.gov/oco/home.htm

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The journey into space, which requires unbelievable teamwork, began with thelong history of science and mathematics.

For additional information on STEMcareers and salaries, check out the Department of Labor Bureau of Labor

Statistics, www.bls.gov/oco, or CareerVoyages, www.careervoyages.gov.

The pay scale for jobs in science, technology,engineering and math varies widely.Here is a sampling of what some interesting professionalsare paid,based on an occupation handbook published by the U.S.Department of Labor.

PAYCHECKS

POSITION MEDIAN* SALARY IN U.S.


A strong foundation in math and scienceis “very important” for students startingcollege, says Richard Grimsley, associatevice president at Project Lead the Way(www.pltw.org), a group that tries to getstudents thinking about careers inengineering technology.

“You should be taking math andscience courses every year in highschool,” says Grimsley. Work your way topre-calculus or calculus, plus physics andchemistry. And if your school is one ofthe forward-thinking ones that offerintroductory engineering courses, thinkseriously about taking those, too.

Smart people have funYou don’t need to be what you may thinkof as the math/science stereotype to dothis. “The mindset is that the engineeringstudent is the nerd, but that’s just not the

case,” Grimsley says. What colleges,businesses and government want mostare graduates who are well-rounded. So ifyou like French, take French. The samegoes for music or history or creativewriting or extracurricular activities.

“The idea that [engineers, scientists

and mathematicians] do their worksitting alone in a lab or an office isn’t trueat all,” says Yvonne Pelham, educationaloutreach program manager at theInstitute of Electrical and ElectronicsEngineers. In fact, careers in technologyare “all about teamwork,” Pelham says.One way to prepare is to get involved inafter-school activities. Both Pelham andGrimsley say you can gain teamworkskills in sports, band or working on theschool newspaper. And if you want tojoin a math or science group, even better!

Try being in charge“Try to work toward a leadership role” inwhatever extracurricular activity youbecome involved in, says Pelham.“Someone will be leading the teams” youwork on in your science or math career,so why not you? If you learn leadershipskills in high school—like keeping theteam on track and encouraging everyoneto contribute—you will find them usefulin college and in the workplace.

Summer internships are a good idea,because they let you take a peek insidedifferent careers you may want to pursue.Lots of places offer exploratoryopportunities, especially to studentsinterested in careers that involve science,technology, engineering and math. Howdo you find them? Do a Google search orcheck with your guidance or schoolcounselor and with colleges, businessesand government agencies in your area.

OOkay. You’re open to the idea of a career in science,technology, engineering or math. But what would theroad map from here to there look like? What coursesshould you take in high school? What extracurricularactivities should you become involved in? And whatdoes your career map look like in college and beyond?Like any long-range plan, it’s easier to think about—and do something about—the things that are goingon right now. For instance, your high school courses.


Robotics competitions, in which teams ofhigh school students design, assemble andtest a robot, are very popular.

Taking SCIENCEand MATH in totally

new directions By Housley Carr

For instance, the Young ScholarsProgram at the University of California’sDavis campus is a six-week summertimegig for up to 40 high school sophomoresand juniors. Students are exposed to theworld of original research in the naturalsciences, with emphases on biological,environmental and agricultural sciences.

Another program, sponsored byIllinois State University, Normal, andAllstate Insurance, is aimed at high-schoolers who are African-American,Hispanic or Native American. The nameis a mouthful: Minority High SchoolScholars Actuarial Academy forMathematics-Actuarial Science Careers.But the bottom line is simple—a week ofbrain-challenging math work that mayprove your particular brain is well suitedfor actuary work (an actuary calculatesrisk for insurance companies).

Charting your course The Junior Achievement Student Center(www.studentcenter.ja.org) sees two basic

paths that you can take in college: thescience/math path or the engineering/technology path—but they can easilyoverlap each other. Students who take thescience/math path “tend to have stronginterests in mathematics, life sciences,physical sciences and social sciences,”reports Junior Achievement.“They applyproblem-solving to relate science to real-world scenarios that include such topicsas space, humans, animals and Earth.”Science and math makes anthropologists,chemists, nutritionists, zoologists,architects and pilots.

And the engineering/technologyroute? Those who take it “tend to havestrong interests in subjects likemathematics, engineering and spacesciences, as well as a firm grasp on thelatest advances and breakthroughs intechnology,” notes Junior Achievement.Some of the occupations associated withengineering and technology areautomotive, industrial or nuclearengineers, sound and quality-controltechnicians or furniture designers.

This wide range of jobs means youcan start right where you are. Forexample, while a four-year degree is

Teamwork and imagination can help solvemany of today’s problems and are best builton a solid foundation of science, technology,engineering and math skills.

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MINORITIES CAN ENERGIZE THE STEM WORLDScience and technology careers offer many opportunities, yetwomen and minorities continue to be underrepresented, particularlyHispanics and African-Americans.While the percentage of minorities in math, engineering and technologyhas increased significantly in recentyears, we still have a long way to go.The good news is that there is a lotbeing done to encourage minoritiesto explore the exciting opportunitiesavailable with careers in science,technology, engineering and math.

Many outreach programs, such asSociety of Hispanic ProfessionalEngineers (SHPS), National Society ofBlack Engineers (NSBE), Society ofWomen Engineers (SWE),Women inTechnology, Building Engineering andScience Talent (BEST) and HispanicEngineer National AchievementAward Corporation (HENAAC),motivate and educate female andminority students to pursue careersin STEM fields.

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absolutely necessary, you can still getyour foot in the door with an associate’sdegree or coursework at a communitycollege. If you show promise, youremployer might invest in yourcontinuing education!

If you’re sure, and if you’re notIf you have a pretty good idea of whereyou want to end up—maybe as a doctoror an aerospace engineer—it makessense to take the college courses that willsteer you toward medical school orworking for a defense contractor.

If you’re not so sure, don’t worry. Youcan start out with a variety of science,technology, engineering and mathintroductory courses. Go with your gutabout what you like best, then takehigher and higher levels in that specialty.“There is a wide variety of jobs out therefor engineers and others with scienceand math education,” says RalphMobley, director of career services atGeorgia Tech. “It’s a very exciting time.”

Remember this: Don’t let your plansget in the way of opportunities. Be flexibleand open. A solid education in science,technology, engineering or math willopen many doors. As Pelham says,“Istarted out planning to be a civil engineer,but I switched to environmentalengineering technology because of myinterest in the environment,” she says.“Then I got involved in computer work”for a major telecommunicationscompany. Which door will you open?

EDUCATIONAL STEPPING STONESCareer paths can vary greatly, and there is no one right way.

IN HIGH SCHOOL u Take math, science and technology courses u Join school science and math clubs u Participate in science and math contests u Participate in some of the many internship opportunities available

locally for high school students u Participate in other science- and math- related extracurricular

activities available at your school u Participate in cooperative education programs for high school

students (high school credits for paid work experience)

CHOOSE AN EDUCATION PATH AFTER HIGH SCHOOL u Enroll in certificate programs, which vary in length from just a few

months up to two years.u Earn a two year associate’s degree u Take part in internship programs u Earn a bachelor’s degree

EXAMPLES OF CAREERS REQUIRING CERTIFICATE PROGRAMSDrafter CAD OperatorComputer Operators

EXAMPLES OF CAREERS REQUIRING A TWO-YEAR ASSOCIATE’S DEGREEComputer Forensics SpecialistLab AssistantGraphic DesignerCost EstimatorLand Surveyor

EXAMPLES OF CAREERS REQUIRING A BACHELOR’S DEGREEScience TeacherAll types of EngineersMicrobiologistComputer Scientist

EXAMPLES OF CAREERS REQUIRING A MASTER’S DEGREEScientistEngineerMany engineers pursue an MBA after they finish their bachelor’s degree.

EXAMPLES OF CAREERS REQUIRING A Ph.D. DEGREEAstronomerEngineerPhysicistResearch ScientistChemistStatisticianEngineering Professor

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VIDEO GAMES CAN BE EDUCATIONAL!There are lots of Web sites aboutscience and math careers. One—www.tryengineering.org—provideschallenging games such as designing a parachute that’s strong and lightenough to land a rover on Mars. Onesection gives you a chance to askquestions that you wonder about butare not sure who to ask.

Could yourparachutedeliver a critical loadfrom Earth toMars?

TInDemand | 13

The possibilities are endless for careers in science,technology, engineering and math. There issomething for everyone, from analytical (statistician),to creative (video-game designer), to high tech(computer forensics specialist) to research (labtechnician). Science, technology, engineering andmath careers offer many kinds of work environments.You can work outdoors, in an office environment, in aresearch lab, or negotiate deals in a conference room.

You can work for a large firm or small start-ups oreven explore your own entrepreneurial opportunities.We have detailed 20 popular career paths in science,technology, engineering and math on the followingpages and, hopefully, answer some of your questions.What do the people who have these jobs do? Why arethese jobs important? What type of training andeducation do you need to get these jobs? Maybe thesestories can help you decide,“Is this job for me?”

There is something for everyone with an interest in

Job titles range so broadly that you are only limited by your imagination

SCIENCE v TECHNOLOGYENGINEERING v MATH

Accountant v Aerospace Engineer v AIR TRAFFIC CONTROLLERv ArchitectAstronaut v ASTRONOMERv Biologist v Biomedical Engineer v Botanist v CAD TECHNICIAN

Cartographer v Chemical Engineer v Chemist v Civil Engineer v COMPUTER FORENSICS SPECIALISTComputer Programmer v COST ESTIMATORv Database Administrator v DIRECTOR

Ecologist v Economist v ELECTRICAL ENGINEERv Environmental EngineerFORESTRY TECHNICIANv Geologist v Geothermal Engineer v GRAPHIC DESIGNER

Industrial Engineer v LAND SURVEYORvManufacturing Engineer vMarine ScientistMaterials Engineer vMathematician vMath Teacher vMECHANICAL ENGINEERvMetallurgist

Meteorologist vMicrobiologist vNATURALISTvNetwork Administrator vNuclear EngineerNutritionist vOceanographer vOrnithologist v Paleontologist

PHARMACEUTICAL ENGINEERv Physicist v Plastics Engineer v PROCESS ENGINEERProject Manager v Radio/TV Broadcast Engineer v RESEARCH LAB TECHNICIAN

Safety Engineer v SCIENCE TEACHERv SOUND ENGINEERv STATISTICIANv Technical Writer Textile Engineer v Toxicologist v VIDEO-GAME DESIGNERv Zoologist


COLLEGE: University of Pennsylvania, Philadelphia, Pa.HIGH SCHOOL: Business Careers High School, San Antonio, Texas

Q: How did you get interested in your field?A: I started to become interested in astrophysics when I wasin high school, thinking about the big questions: How didthe galaxy form? Are there other galaxies like ours? Are wespecial? After thinking about these questions for awhile, I realized that I could actually go into a field that tries to answer these questions.

Q: What do you do on a typical day?A: During the summer, I meet with one or two students everyday to help them with their research projects. Sometimes I re-duce data from a telescope to turn it into something usable. Ialso use programming to generate graphics of stars or tocompare data sets. And about four times a year, I travel to atelescope facility to spend time observing data sent from thetelescope to the computer. I’m an observational astronomer,and my research focuses on low-mass stars and browndwarfs—starlike objects that gradually cool instead of stay-ing the same brightness over millions of years, like our sun.

Q: What kind of training and education did youneed to obtain your job?A: I have a Ph.D. in physics, with a specialization in astronomy.I earned both my undergraduate and my graduate degreesfrom the University of Pennsylvania.

COLLEGE: U.S. Army Aviation Academy, Ft. Rucker, Ala.HIGH SCHOOL: West End High School, Walnut Grove, Ala.

Q: What is a typical day like at your job?A: The typical day begins with information briefings on air-space conditions, weather, traffic flow control and equip-ment status. Then I receive a position-specific briefing beforeassuming control of a sector. A controller ensures that all air-craft are separated and controlled in a safe, orderly and expeditious manner. Air-traffic controllers are limited to twohours at a time on each position. We rotate control positionsoften and receive a new briefing each time.

Q: What kind of training and education did youneed to get this job?A: I received most of my basic air-traffic training in the U.S.Army. Also, the math and science courses I took in high schoolwere essential.

Q: What do you like most about your job?A: No two days are alike. Air traffic is very dynamic, becausethe number and types of aircraft, weather, turbulence anddestinations are always changing. This job never gets boring!

Q: How did you get interested in your job?A: I joined the Army because I wanted to have the opportu-nity to train for a good career and receive educational bene-fits while serving my country. I looked for a career that wasfun, challenging and offered good pay in a civilian life, and Ifound it.

Federal Aviation Administration (FAA), Indianapolis, Ind.

Air-Traffic Controller

Ronnie Coursey, 30&

American Museum of Natural History, New York, N.Y.

Astronomer

Kelle Cruz, Ph.D., 28&

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In Demand | 15

COLLEGE: ITT Technical Institute, Omaha, Neb.HIGH SCHOOL: Corning High School, Corning, Iowa

Q: What do you do?A: I use AutoCAD, which is a computer-aided design soft-ware that is used to produce drawings and designs. I workprimarily with civil engineers, who are responsible for thedesign. Sometimes I convert paper drawings to 3-D imageson the computer. My company specializes in land develop-ment, as well as mapping for public and private subdivisions.

Q: What kind of training and education did youneed to get this job?A: When I was a freshman in high school, I took a draftingclass and really enjoyed it. After that, I continued takingdrafting classes every year, because I knew that’s what Iwanted to do. Also, taking math classes was very helpful,and it laid the foundation for my advanced training. At ITT,I focused on CAD classes and learned to use various typesof software to help me do my job. Once I got my associate’sdegree and started working at HWS, I learned more specificskills that apply to my day-to-day job.

Q: What do you like most about your job?A: I like the fact that I am always learning and being chal-lenged. For example, I am always learning new ways to usesoftware to do my job better. Also, my work environment isvery diverse, and I do not feel pinned down to one aspectof the job.

COLLEGE: Champlain College, Burlington, Vt.HIGH SCHOOL: Bellows Free Academy, St. Albans, Vt.

Q: What is a typical day like in your job?A: I don’t have a typical day. When I’m wearing my networkadministrator hat, some of my duties include server main-tenance and installation, network infrastructure adminis-tration and storage administration. As an IT securityofficer, I develop security policies, evaluate security con-cerns, monitor network weaknesses and attacks and im-plement new solutions to help protect the college.

Q: What kind of training and education did youneed to get your job?A: As a network administrator, I lean heavily on my associate’s degree in computer networking. My bachelor’sdegree in digital forensics improved my skill set and al-lowed me to step into the role of IT security officer. I alsodid an internship with the Vermont State Police. As an in-tern, I maintained the computer forensic equipment, modi-fied the evidence-collection database and conductedidentity-theft research.

Q: Why is your job important?A: Digital forensics and security are particularly importantin the higher-education sector, where there is more of aphilosophy toward openness and personal freedom thanmight be found in the corporate sector. My goal is to bal-ance that philosophy with the goal of keeping the commu-nity safe from attacks on servers, worm outbreaks, Trojaninfections and attempts to steal sensitive data.

HWS Consulting Group, Omaha, Neb.

Computer-Aided Design (CAD) Technician

Mike Bickford, 22&

Information Systems Dept.,Champlain College,Burlington,Vt.

Computer Forensics Specialist

Nate Couture, 23&

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COLLEGE: Leeds Metropolitan University, Leeds, EnglandHIGH SCHOOL: St Wilfrid’s High School, Blackburn, England

Q: What do you do?A: When a new building is being designed, I estimate howmuch it will cost to build. The information I use can varyfrom a few sketches to hundreds of drawings. My esti-mates help architects and owners keep the project withinbudget. If the project is over budget, I advise the client onthe best ways to revise the design and save money.

Q: What kind of training and education did youneed to get this job?A: I earned a Bachelor of Science degree in quantity sur-veying. I also participated in an internship, which allowedme to work in the field and practice what I learned.

Q: What do you like most about your job?A: I enjoy the variety of projects I work on. It is very rewarding to work with people who play a vital role inbringing a construction project from the drawing board to reality. I also take great pride whenever I drive throughBoston and see many projects that I have worked on.

Q: How did you get interested in your job?A: My father was a quantity surveyor, and I used to enjoygoing through his drawings and trying to understand howthe buildings went together. I used to think that it wassimilar to Legos. Later, I began to pursue the educationthat would help me get a job in this field.

COLLEGE: National Laboratory in Los Alamos, N.M.Grambling State University, Grambling, La.

St. John’s College, Annapolis, Md.HIGH SCHOOL: Cleburne High School, Cleburne, Texas

Q: What do you do?A: My organization’s mission is to identify, secure, removeand/or facilitate the disposition of high-risk vulnerable nuclear and radiological materials around the world. In thepast two years alone, it has removed more than eightnuclear bombs’ worth of highly enriched uranium and hassecured more than 400 radiological sites containing over 6million curies, enough for 6,000 dirty bombs.

Q: How did you get interested in your job?A: When I was in college, I found out about a federal gov-ernment internship program at Los Alamos NationalLaboratory and signed up. I met my mentor, a physicist,and she encouraged me to explore this field. One of thebiggest benefits of being a federal employee is that thereare no limitations to where I can go and what I can do.

Q: What type of training and education did youneed for this job?A: The education I value most was my internship at LosAlamos National Laboratory. As an intern, I researched doc-uments and developed reports on nuclear nonproliferationtechnology and safeguards for the Department of Energy. Ialso had the opportunity to monitor the development ofnuclear-related technologies in other countries.

Faithful + Gould, Boston, Mass.

Cost Estimator

Andrew Sumner, 27&

Johns Hopkins University Applied Physics Lab, Laurel, Md.

Electrical Engineer

Stephanie Martin, 24&

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COLLEGE: Virginia Polytechnic Institute and State University(Virginia Tech), Blacksburg, Va.

HIGH SCHOOL: Phoebus High School, Hampton, Va.

Q: What do you do?A: I work in the field of electronic warfare, which is pre-serving the electromagnetic spectrum for friendly usewhile denying its use to the enemy. By jamming an enemyradar or communication system, you can prevent themfrom attacking friendly forces. On a typical day, I mightresearch a target system, model a scenario to estimate effectiveness, conduct a field test, brief a group that will be using jammers, communicate with war fighters or write a report. I also travel extensively for field testing and conferences.

Q: What kind of training and education did youneed to get this job?A: I studied electrical engineering with an emphasis oncommunications systems. I also worked as an intern duringcollege. Most of my training has been on the job. I have at-tended classes on electronic warfare, and I am currentlyworking on my master’s degree in electrical engineering bytaking evening classes through Johns Hopkins University.

Q: What do you like most about your job?A: I like the people I work with and traveling to new places.By far the greatest thing about my job is being able to seesomething I worked on help protect people and save lives.

COLLEGE: Brigham Young University, Provo, UtahHIGH SCHOOL: Spanish Fork High School, Spanish Fork, Utah

Q: What do you do?A: I use remote sensing [satellite imagery] to create mapsof wildfires showing the most severely burned areas andhighlighting areas of greatest concern that could be af-fected by weather events after a fire. One of the biggestproblems after a wildfire is the loss of natural vegetationin the area. The ground is more likely to erode during thenext rainstorm, and people and their property may be indanger.

Q: What kind of training and education did youneed to get this job?A: I have a degree in geographic information systems (GIS)and a Master of Science in geography, with an emphasis onremote sensing. I also interned with the U.S. Forest Servicewhile I was in college.That government internship turnedinto a full-time job after I graduated with my bachelor’s de-gree. I worked on my master’s degree while working full time.

Q: What do you like most about your job?A: Mapping wildfires is exciting. I get to map fires all overthe country and look at some pretty fascinating imagery.People in the field use my maps, which show the burnseverity, to make fast decisions in emergency situations.

Q: How did you get interested in your job?A: I loved geography in high school and was good on acomputer. Remote sensing and GIS are perfect fits.

Office of Global Threat Reduction,Washington, D.C.

Director

Nicole Nelson-Jean, 34&

U.S. Dept. of Agriculture , Salt Lake City, Utah

Forestry Technician, Remote Sensing Agent

Jess Clark, Age 28&

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David Evans and Associates Inc., Portland, Ore.

Sue Tsoi, 30&

Land Surveyor


COLLEGE: State University of New York, N. Y.Oregon Institute of Technology, Klamath Falls, Ore.

HIGH SCHOOL: St. John Villa Academy, Staten Island, N.Y.

Q: What is a typical day like in your job?A: Each day varies, but it mostly involves talking with clients,researching and analyzing data, generating maps, writinglegal descriptions, working on boundary resolution andmanaging projects.

Q: How did you get interested in your job?A: In my junior year, our high school offered its first environ-mental science class, and that got me hooked on science. Istarted going to nature camps and decided to major inforestry. In college, I was required to take some land-survey-ing classes and decided to major in the field.

Q: What kind of training and education did youneed to get this job?A: I took many science classes in college, such as botany, ge-ology and soil science and received a degree in land survey-ing. After college, I worked for different surveying firms andearned my Land Surveying Intern certificate and myProfessional Land Surveyor license.

Q: What do you like most about your job?A: I enjoy working in a profession that is considered “behindthe scenes.” Land surveyors are the first and last peopleworking on a construction project.COLLEGE: Sinclair Community College, Dayton, Ohio

HIGH SCHOOL: Vandalia Butler High School, Vandalia, Ohio

Q: What do you do?A: I design graphics that are displayed on products, such asbicycles. Before I start the design, I visit retail stores andbrowse through catalogs, magazines and the Internet fortrends and ideas. I may sketch some ideas for graphicsfirst, or, if I already have an idea in mind, I will start design-ing graphics on the computer. Once the design is com-plete, it is printed on a special film and applied directly tothe bicycle. The bicycle can then be approved and shown tocustomers. If the customers decide to buy the bicycle fortheir stores, the files are shipped out for production.

Q: What kind of training and education did youneed to get this job?A: As a child, I was always into drawing and painting. I decided to take some computer-design and art classes in college, and when I discovered the world of graphic design,I finally realized what I was born to do. I learned the funda-mentals of graphic design and how to use the current soft-ware that enables graphic designers do their jobs.

Q: What do you like most about your job?A: The coolest thing about my job is being able to go to aretail store and see a product on the shelf that I helped cre-ate. Equally satisfying is that no two days are alike. Almostevery day I get to start a new project that has the potentialto be placed in front of a worldwide audience.

Rocket Science + Design, Mason, Ohio

Nathan Gross, 27&

Graphic Designer

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InDemand | 19

COLLEGE: Senior, University of Minnesota, Minneapolis, Minn.HIGH SCHOOL: North Boone High School, Poplar Grove, Ill.

Q: What do you do?A: I’m in my fourth year as a summer intern at Woodward.The company designs, manufactures and services energycontrol systems for aircraft and industrial engines and tur-bines. Over the years, the difficulty of the projects I’m work-ing on has grown. On my current project, I am involved ineverything from developing and running the tests to cor-recting failures and determining the project's progression.

Q: What is a typical day like?A: I start the day by collecting test data. I run analysis on thedata to make sure the units haven’t failed. Also, on any givenday, I go to meetings, work on test assemblies or work on cali-brating the units we’re preparing for testing.

Q: In your job, how do the areas of science and technology come into play?A: There are so many levels of information. For example, youget to become a specialist in the different programs you use.Also, you use math in any sort of engineering. You don’t haveto be a math wiz, but you have to be strong in math.

Q: What high school classes have helped you mostin your engineering training?A: Physics was very helpful. That’s where you start to applythe other things you’ve learned. You learn to solve problems,and in engineering, it’s all about problem-solving.

COLLEGE: Illinois Institute of Technology, Chicago, Ill.HIGH SCHOOL: Larimore High School, Larimore, N.D.

Q: What got you interested in mechanical engineering?A: I began college majoring in aerospace engineering. I’vealways had a curiosity about how things worked and a lovefor airplanes. My dad is an air-traffic-control specialist, andmy grandfather was a pilot for American Airlines, so aero-space is in the family. I decided to double-major in me-chanical engineering, as well. It offered me opportunitiesthat otherwise would not be available.

Q: What do you do for Woodward?A: I am a product development engineer in Woodward’sAircraft Engine Systems Group.When a company decides todesign a new jet turbine engine, we provide componentsthat make that engine work. It’s my job to take one of thosecomponents from concept, through design, to manufactureand finally testing and certification. I also mentor the on-the-job work experience of our engineering interns.

iQ: What advice do you have for young peoplewho are considering an engineering career? A: Get involved with clubs for hands-on experience in dif-ferent kinds of projects. Maybe your high school has a mathor science club or even an engineering club. Of the highschool classes, math is the most important. It provides thefoundation for what you will study in college—courses on differential equations and thermodynamics.

Woodward Governor Company, Rockford, Ill.

Jay Plath, 22&

Mechanical Engineering Intern

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Woodward Governor Company, Rockford, Ill.

Ben Hunter, 25

Mechanical Engineer, Mentor


COLLEGE: University of California, DavisHIGH SCHOOL: Bullard High School, Fresno, Calif.

Q: How did you get interested in your field?A: At 18, when I decided to major in chemical engineering, Iwasn’t sure what I wanted to do when I got out of college.My decision to become a chemical engineer was influencedby the fact that my father is a chemistry teacher and mybrother is an engineer.

Q: What do you do on a typical day?A: I work closely with my team to obtain status updates onour projects, as well as make decisions on the path going for-ward. Most of my job has to do with interfacing with people,whether following up on projects with my team members orreporting to upper management. The projects that we do areeither facility- or equipment-related. For instance, we mightbring in new storage tanks for solvents used in the manufac-ture of drugs or install a new process hot-water system to aidin the cleaning of manufacturing equipment.

Q: What do you like most about your job?A: The challenges. Being a project manager is not as easy asit might seem. I have to meet deadlines and budgets. It’s avery fast-paced environment that keeps me motivated andbrings out the best in me. No two projects are alike, so I’mnever bored. I also like interacting with people, which allowsme to develop close personal and professional relationships.That’s what keeps me coming back every day.

COLLEGE: Gustavus Adolphus College, St. Peter, Minn.University of Minnesota, Duluth

HIGH SCHOOL: St. Peter High School, St. Peter, Minn.

Q: What got you interested in being a naturalist?A: I didn’t even know what a naturalist was until I was a junior in college. The director of the arboretum at my collegegave a special course on being a naturalist. I was into re-search biology at the time. Being a naturalist appealed tome because it didn’t deal with just one tiny part of science—you get to learn about all of it.

Q: What do you do?A: I work as a resident naturalist at an elementary school. Myfirst responsibility is to take care of the animals. I feed themand clean their cages. Then the students come down to myarea, which is called the Inquiry Zone.We start each classwith a focus point. That could be an animal or an artifact thatI bring from the Bell Museum of Natural History, my employ-er, who partnered with the school to make this job possible.

Q: What do you like most about your job?A: I feel that even if I teach the same class 100 times, it’s newevery time, especially with younger kids. They have a fascina-tion that catches me every time. Now that the kids know me,they bring things to my office. It could be something theyfound in their yard or maybe a bug that bit them.We get outbooks and discover what it is. They come and find out more,and it’s great one-on-one time.Bell Museum of Natural History, St. Paul, Minn.

Naturalist

Sonia Barker, 28&

Johnson & Johnson, GPSG,West Vacaville, Calif.

Pharmaceutical Engineer

Kristen Dezzani, 31&

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In Demand | 21

COLLEGE: Colorado State University, Fort Collins, Colo.HIGH SCHOOL: Lamar High School, Lamar, Colo.

Q: What do you do?A: I test a variety of food and environmental samples toidentify the presence of harmful food-borne bacteria like E. Coli. We test raw and cooked meat, dairy products, waterand spices. We also validate our tests and results.

Q: What kind of training and education did youneed to get this job?A: I earned a degree in microbiology. I learned to perform ex-periments under carefully controlled conditions with the goalof minimizing contamination by bacteria. My degree helpedme understand the science behind each test, and it gave meinsight to problems that I may run across from time to time.

Q: What do you like most about your job?A: The thing I like most about my job is that there is never atypical day. Due to our diverse clientele, we never know whattypes of samples we will receive and what specific tests wewill be running.

Q: How did you get interested in your job?A: The food microbiology class I took at the university reallypiqued my interest. It was very motivating to see a professorso passionate about her field. I am also interested in the lifecycle of certain harmful bacteria, specifically E. Coli and itsimpact on the meat industry.

COLLEGE: Georgia Institute of Technology, Atlanta, Ga.HIGH SCHOOL: Evans High School, Evans, Ga.

Q: What do you do on a typical day?A: My company manufactures custom color and additivemasterbatches used in the production of plastics. Each day, Ireview incomplete tasks from the previous day. I talk to thesupervisors, operators and mixers to evaluate the differentproducts processed during the evening shift and weigh con-cerns, comments or suggestions. I participate in the facility-wide, walk-around meeting to keep up with the larger-scaleconcerns and projects. Lately, I also deal with reformulatingseveral products to improve processing and reduce variation.Each day I review products and adjust the process settings toreflect optimal conditions.

Q: What kind of training and education did youneed to get this job?A: Polymer and fiber engineering was my major at GeorgiaTech. I learned about polymer processing, completed hands-on lab experiments for colorants and additives, and masteredtechnical data about antioxidants, waxes and processingaids. I also completed three internships, which really drovehome several key areas of knowledge I need to do my job.

Q: What do you like most about your job?A: I really like the freedom I have to tackle problems, as wellas the positive feedback I receive from the manufacturingfloor when I improve a process or product.

Warren Analytical Laboratory, Greeley, Colo.

Research Lab Technician

Garabed G. DomBourian, 23&

Techmer PM, Clinton,Tenn.

Process Engineer

Catherine Andrae, 23&

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COLLEGE: University of Michigan, Ann Arbor, Mich.HIGH SCHOOL: Shawnee Mission East, Prairie Village, Kan.

Q: What do you do?A: I am a freelance sound designer and engineer fortheatrical and performing arts events. My typical day

includes changing the sound engineering design to ensurethat all elements of a production are smooth and makingsure that the crew understands and executes my design.

Q: What kind of training and education did youneed to get this job?A: In high school and later in college, I took several coursesin physics, calculus and electrical engineering. I use mathalmost everyday to make decisions, like where to locate thesound equipment to achieve the most efficient sound de-sign while using the least number of microphones andpreserving the sound quality.

Q: What do you like most about your job?A: I enjoy being able to help enhance the performance experience of an audience. I’m always curious about theaudience’s likes and dislikes, and I want them to hearsomething different.

Q: How did you get interested in your job?A: I became extremely interested in sound design andmixing in high school. The theater teachers at my schoolsparked my interest and gave me opportunities and anoutlet to do something that I felt I could call my own.

Science teacher, Northeast Hamilton CSD, Blairsburg, Iowa

Science Teacher

Beth Heller, 29&

Freelancer, New York, N.Y.

Sound Engineer

Michael Eisenberg, 22&

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COLLEGE: Luther College, Decorah, IowaHIGH SCHOOL: Northwood-Kensett, Northwood, Iowa

Q: What got you interested in becoming a science teacher? A: The science teachers I had in school made learning science fun! We did all kinds of neat, hands-on activities,and I was inspired to do the same.

Q: What is a typical day like for you on the job?A: Before the students arrive, I answer parent e-mails,grade papers, go over my lesson plans or set up labs. I alsospend my early mornings attending faculty meetings andmeeting with students who have homework questions.Each day, I teach six classes and supervise a study hall period.

Q: What do you like most about your job?A: I really enjoy interacting with so many different stu-dents and teaching a variety of science subjects. I enjoybeing able to watch the students grow up and mature. Itamazes me how uniquely every person changes, includingtheir interests.

Q: What can you tell aspiring students aboutpreparing for a career as a science teacher? A: Take as many different science classes as you can, espe-cially physics and chemistry. A psychology course will helpyou understand how the brain works and how to presentnew topics to students. See if your school will allow you tobecome a teacher’s assistant, tutor or mentor. These activi-ties can give you an idea of what teaching is like. We needmore good teachers!

In Demand | 23

COLLEGE: California Polytechnic State University,San Luis Obispo, Calif.

University of Washington, Seattle, Wash.HIGH SCHOOL: Amador Valley High School, Pleasanton, Calif.

Q: What is a typical day like at your job?A: I work on public safety and justice issues and spend a lotof time analyzing data and writing reports. I travel aroundthe country and meet with decision-makers to discuss howmy analysis can help them make informed decisions.

Q: How did you get interested in your job?A: One of my high school math classes focused on statistics.I learned that statistics was a blend of mathematics andcomputer science. I really liked that combination, and itseemed very practical, so I decided to major in statistics.

Q: What kind of training and education did youneed to get this job?A: I earned a doctorate degree in statistics. Along the way, Iworked on safety issues at a mental hospital, analyzedwildlife biology data and improved my programming skills.

Q: What do you like most about your job?A: I work with some of the best statisticians, economistsand social scientists. We discuss important problems thatour country faces, and we develop solutions to them. I enjoydeveloping statistical methods to solve these problems andusing those solutions to develop effective policies.

COLLEGE: Purdue University, West Lafayette, Ind.HIGH SCHOOL: Rensselaer Central High, Rensselaer, Ind.

Q: What is a typical day like at your job?A: Checking e-mails, prepping for meetings, playing ourgames to give feedback, and contemplating how to inte-grate our games with our Web site!

Q: How did you train for your job?A: In 1997, Brian Fiete (one of the other co-founders ofPopCap) and I created a game while we were in college. Wesold that game to what is now Pogo.com, and then we wentto work for Sierra online. We worked there in variousnongame development capacities before we quit to startPopCap Games.

Q: What do you like most about your job?A: The fact that I get to work on great games like Bejewledand Book Worm, and that the goal of the company is to onlymake the best! Furthermore, the casual-games side of thevideo-game industry is still emerging so that most of thefirms in this field are small and relatively informal. It’s stillvery much a “garage,” or cottage, industry in many ways.

Q: How did you get interested in producing videogames?A: Playing lots of games! That’s really the only way to get in-terested in game development. If you’re in it for the money,you’re in the wrong industry.

RAND Corporation, Santa Monica, Calif.

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Greg Ridgeway, 33&

PopCap Games Inc., Seattle,Wash.

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John Vechey, 28&

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venture from a friend’s garage. Today,Google is the largest Internet search en-gine and has earned its two founders anet worth of almost $13 billion apiece.

Kevin Rose is another ambitious youngtechnology innovator who launched apopular new Web product when he wasstill in his twenties. In 2004 he startedDigg.com, which allows users to vote forthe news stories on the Web they thinkshould appear on an online “front page.”

He started out with just $1,000 from hispersonal savings, and hired a freelancer tocreate a prototype of the site. In less thantwo years, Digg.com surpassed 200,000registered users. A recent magazine profilenoted that Rose and other recent Web en-trepreneurs have been successful not be-cause they went into a venture hoping tobecome rich, but because they saw some-

thing that was useful for their own livesand shared it with their friends—and thepopularity grew from there. YouTube andFacebook are two more examples of thistech business trend. The list of technolo-gy companies started by young entre-preneurs also includes veteran firms likeOracle and Hewlett-Packard, just toname a few.

In the engineering arena, a youngTom Brady developed a plastic bottlethat could hold carbonated soft drinks.Later, he founded Plastic TechnologiesInc. (PTI) in Holland, Ohio. Today, PTIis recognized worldwide as a leadingsupplier of technology and specialtymanufacturing services to the plasticpackaging industry. PTI employs manyengineers and scientists who togetherhold 62 patents.

Many young people today see begin-ning their own businesses as the pathwayto wealth. Joseph Pascaretta, 18, of

Rochester, Mich., is a good example. Heand childhood friend Aaron Dowenbegan a Web design company when theywere 12 years old.“In 2002, the marketfor that changed. So we went into data-base integration,” says Pascaretta.

Pascaretta’s company, AlpsTechnology, purchased 3 million giga-bytes (with a market value near $3 mil-

A“An increasing number of young peopleare looking to start and operate theirown businesses,” says Hank Kopcial,executive director of the YoungEntrepreneur Foundation inWashington, D.C. In a recent survey, asmany as 80% of high school studentsexpressed an interest in starting and op-erating their own business. About 60%of the young entrepreneurs who receivescholarships from the foundation aretechnology-oriented, says Kopcial.Today’s young people have grown upwith computers, electronics and theInternet. “That’s where they are com-fortable,” he says.

Young entrepreneurs have always excelled in technology fields. In 1998,two doctorate students in computer science hunkered down in theirStanford University dormitory workingon a new way to search the Internet.After changing the system’s name fromBackRub to Google in 1998, foundersLarry Page and Sergey Brin—while stillin their twenties—launched their new


Are you a risk-taker? Would you rather be taking apartyour computer than hanging out at the mall? If you answered “yes” to any of these questions, you may havewhat it takes to be an entrepreneur. Science, technology,engineering and math hold endless opportunities forcreative risk-takers. Many talented young people are already making sizable incomes in these fields.

Many young Web entrepreneurs are driven by a desire to share

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lion) of database space and began offer-ing its clients full-service database inte-gration, including IT support, databasespace, software, consulting and hardwareintegration—something that, toPascaretta’s knowledge, no other compa-ny is doing. Today, Alps Technology has44 full-time employees and 323 cus-

tomers with annual contracts. “I’ve al-ways liked business, and I’ve always likedmanaging,” says Pascaretta, a businessmajor at the University of Michigan,Ann Arbor. “With the state of the econo-my being what it is, success is aboutwhat you do differently.”

Elliot Bradshaw, 18, of Bellingham,Wash., started a Web hosting companycalled Incognito Networks when he was15. This past year, he opened his owncall center in Nasik, India. Now, threefull-time employees half a world awayallow Incognito Networks to provide

round-the-clock tech support to itsroughly 600 customers. Like Pascaretta,Bradshaw, a freshman at the Universityof Washington, Seattle, plans to focus onbusiness, with an emphasis on informa-tion technology. “Computers, technolo-gy, anything having to do with theInternet, have been passions of mine,”

says Bradshaw, who has been workingwith computers forever.

Inventor Jon Fischer, 17, ofLunenburg, Mass., came up with his ideafor Speed-Demon when he was only 15.The device, now in the prototype stage, isdesigned to alert parents if their teenageris speeding. It is a GPS data logger con-trolled by a microprocessor that isstrapped to the dashboard of a car. Oncethe teen driver returns home, parents canremove a password-protected memorychip and plug it into their home comput-er to see if their teen was speeding.

“What’s important about this is itspatent-pending algorithms, which candifferentiate between speeding on sec-ondary roads and on highways,” Fischersays. This feature is important becausemore fatal accidents occur on secondaryroads. Once the young inventor decidedon an algorithm he wanted to use, it took

another five months to fine-tune the sys-tem. Fischer is currently working on awireless version of Speed-Demon thatwill alert parents via phone or e-mail atthe exact time their teen is speeding.

The possibilities are endless for entrepreneurs entering the diverse fieldsof science, technology, engineering andmath. These exciting fields generate newideas every day. Like a science experi-ment in an incubator, many of theseideas grow into multimillion dollar endeavors, and so could your next brainchild!

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Fun FactsAbout Science,Technology,Engineering and Math

1.2. If you toss a penny 10,000 times, it wouldland heads about 4950 times—a little less than 50 percent. We know this from probability, which isthe branch of math that deals with calculating thelikelihood of a given event’s occurrence.

3.The longest hand-launched paper airplane flightwas 27.6 seconds on October 8, 1998 by AmericanKen Blackburn at the Georgia Dome in Atlanta.

Astronauts can’t burp inspace because the lack ofgravity prevents gas fromseparating liquid and solids in the stomach.

7. The first computermouse was called an “x-y position indicator.”It was patented by DougEngelbart in 1970.

8.When the first com-puters were built duringthe early 1940s, workersoften found moths andother bugs in both thehardware of the ma-chines and in the pro-grams that ran them. In1947, engineers atHarvard University founda moth stuck in one ofthe components, so theytaped the insect in theirlogbook and labeled it“first actual case of bugbeing found.” Soon afterward, the wordsbug and debug became a standard part of computer lingo.

There are 25 billionounces of gold mixed intoocean water. But expertssay it would cost toomuch to extract. The goldin ocean water is madewhen tectonic platesspread, cold water seepsdown and meets hot rocks.

6.

4.MicrosoftChairman Bill Gatesbegan programmingcomputers when hewas 13 years old.

5.The astronauts of the Apollo 8 mission were given special sterling-silvereggs filled with SillyPutty to carry intospace to play with andto help keep toolsfrom floating aroundwhile in zero gravity.

9. The first cell phonecall was made in 1973 byits inventor, MartinCooper. The phoneweighed 2 pounds! Someof today’s cell phonesweigh only 3 1/2 ounces.

10. The cartoon char-acter Dilbert is an elec-trical engineer. He’sabout 30 years old andworks for an undisclosedhigh-tech company inNorthern California.Dilbert’s creator, ScottAdams, is a computer engineer.

Did you know that melting ice cream was theinspiration behind theoutboard motor? The ideawas born one August dayin 1900 when Ole Evin-rude was rowing his boatto an island picnic spot

and wished he had afaster way to get to

his destination.

12.Some new golfballs contain a radiofrequency identi-fication chip that,with a hand-held de-vice, helps you easilylocate your ball.

13. You may notrealize it when you’reriding in one, but aroller coaster has noengine.The car ispulled to the top ofthe first hill at the be-ginning of the ride, butafter that the coastermust complete theride on its own with kinetic energy.

A 16-pound bowling ball hitsthe lane with a force of over2,000 pounds per square inch.

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14.TV and film star Ashton Kutcher was a bio-chemical engineering major before he droppedout of the University of Iowa to pursue modeling.

15.Did you know “geocaching” is a new adven-ture sport that you can play with a global positioning system (GPS) device? It’s like a high-tech treasure hunt.

16.The longest bolt of lightning ever recordedwas 118 miles long. A lightning detection networkreported the bolt, which occurred in the Dallas-Ft Worth area.

17.Snowboard design involves geometry,chemistry and biomechanics. Engineers are nowusing “smart” ceramics embedded in skis to re-duce the vibration between the skis and the snow.


Dozens of professional organizations, govern-ment Web sites and trade unions exist to helpyou learn more about careers in science,technology, engineering and math. Here is a sampling of some resources to get you started.

American Society forBiochemistry andMolecular Biologywww.asbmb.org

American Society forClinical LaboratoryScientistswww.ascls.org

American Society forEngineering Educationwww.engineeringk12.org

American Society forEngineering Managementwww.asem.org

American Society for Metalswww.asminternational.org

American Society forMicrobiologywww.asm.org

American Society of Plant Biologistwww.aspb.org

American Society for Qualitywww.asq.org

American Society ofAgricultural andBiological Engineerswww.asabe.org

American Society ofCertified EngineeringTechnicianswww.ascet.org

American Society of Civil Engineerswww.asce.org

American Society ofHeating, Refrigerationand Air-ConditioningEngineerswww.ashrae.org

American Society ofMechanical Engineerswww.asme.org

American Society ofNaturalistswww.amnat.org

American Society of Safety Engineerswww.asse.org

ASM Internationalwww.asminternational.org

Association forComputing Machinerywww.acm.org

Association ofEngineering Geologistswww.aeg-tx.org

American Chemical Societywww.chemistry.org/

American Design Drafting Associationwww.adda.org

American Indian Scienceand Engineering Societywww.aises.org

American Institute ofAeronautics andAstronauticswww.aiaa.org

American Institute ofBiological Scienceswww.aibs.org

American Institute ofChemical Engineerswww.aiche.org

American Institute ofGraphic Artswww.aiga.org

American Institute ofMining, Metallurgical andPetroleum Engineerswww.aimeny.org

American Institute of Physicswww.aip.org

American Mathematical Societywww.ams.org

American Meteorological Societywww.ametsoc.org

PROFESSIONALAND INDUSTRYORGANIZATIONS

Accreditation Board forEngineering andTechnologywww.abet.org

Accrediting Commissionof Career Schools andColleges of Technologywww.accsct.org

ACE Mentor Programwww.acementor.org

Aerospace IndustriesAssociation of Americawww.aia-aerospace.org

American Academy ofEnvironmental Engineerswww.aaee.net

American Association for the Advancement ofSciencewww.aaas.org

American Association forArtificial Intelligencewww.aaai.org

American Association ofNanotechnologywww.aanano.com

American Association ofPetroleum Geologistswww.aapg.org

American Astronomical Societywww.aas.org

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Network ProfessionalAssociationwww.npa.org

Semiconductor IndustryAssociationwww.sia-online.org

Society for Biomaterialswww.biomaterials.org

Society for Conservation Biologywww.conbio.org

Society for TechnicalCommunicationwww.stc.org

Society of AmericanForesterswww.safnet.org

Society of AutomotiveEngineerswww.sae.org

Society of CostEstimating and Analysiswww.sceaonline.org

Society of ExplorationGeophysicistswww.seg.org

Society of HispanicProfessional Engineerswww.shpe.org

Society of ManufacturingEngineerswww.sme.org

Society of PetroleumEngineerswww.spe.org

Society of PhysicsStudentswww.spsnational.org

Society of [email protected]

Society of Plastics Industrywww.plasticsindustry.org

Society of WomenEngineerswww.swe.org

InDemand | 29

Mathematical Association of Americawww.maa.org

National Academy ofEngineeringwww.nae.edu

National Academy ofScienceswww.nas.edu

National AeronauticAssociationwww.naa.aero

National Air-TrafficControllers Associationwww.natca.org

National Association ofManufacturerswww.nam.org

National Center forIntegrated SystemsTechnologywww.ncist.ilstu.edu

National Center forManufacturing Educationwww.ncmeresource.org

National Council forAdvanced Manufacturingwww.nacfam.org

National Council ofExaminers for Engineeringand Surveyingwww.ncees.org

National Council ofTeachers of Mathematicswww.nctm.org

National Institute forCertification inEngineering Technologieswww.nicet.org

National Science Teachers Associationwww.nsta.org

National Society of Black Engineerswww.nsbe.org

National Society ofProfessional Engineerswww.nspe.org

Association for Women inScience and Engineeringwww.awise.org

Association ofInformation TechnologyProfessionalswww.aitp.org

Audio EngineeringSocietywww.aes.org

Biomedical Engineering Societywww.bmes.org

Board of Certified Safety Professionalswww.bcsp.org

Electronic Industries Alliancewww.eia.org

Environmental andEngineering Geophysical Societywww.eegs.org

Geological Society of Americawww.geosociety.org

IEEE Computer Societywww.computer.org

IndependentElectrical Contractorswww.ieci.org

Industrial DesignersSociety of Americawww.idsa.org

Institute of Electrical andElectronics Engineerswww.ieee.org

Institute of Industrial Engineerswww.iienet.org

International Council onSystems Engineeringwww.incose.org

Junior EngineeringTechnical Society www.jets.org NOTE: Web sites are

constantly changing soyou should always checkby doing a web search.!

GOVERNMENTAGENCIES

Federal AviationAdministrationwww.faa.gov/education

Occupational Safety andHealth Administrationwww.osha.gov

National Aeronautics andSpace Administrationwww.nasa.gov

National ScienceFoundationwww.nsf.gov

U.S. Department of Energy www.doe.gov

U.S. Department of LaborEmployment andTraining Administrationwww.doleta.govwww.careervoyages.gov

UNIONS

Air Line Pilots Associationwww.alpa.org

American Federation of Teacherswww.aft.org

Communication Workers of Americawww.cwa-union.org

International Associationof Machinists andAerospace Workerswww.iamaw.org

Society of ProfessionalEngineering Employees inAerospacewww.speea.org

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knack for organizing makes him or hera good candidate for being a statisticianor a computer programmer.

A good first step is to provide stu-dents with opportunities to take careerinventory tests. One example is a careerexploration program called ASVAB,which is a public service offered by theU.S. Department of Defense. It offersaptitude tests, interest inventories andcareer planning tools for both civilianand military careers. The Web site iswww.asvabprogram.com.SCIENCE. Since there are so many different settings for careers in science,asking students about the environ-ments they enjoy may offer some cluesto the occupation they’ll enjoy. For ex-ample, research scientists typicallywork in labs, while marine biologists orforestry technicians spend lots of timeoutdoors.TECHNOLOGY. Students who can’t en-vision themselves in a technology ca-reer can sometimes be encouraged touse their hobbies and interests as inspi-ration. If they love music, perhaps a ca-reer as a sound technician might suitthem well. Do they love video games?Perhaps they’d excel at creating flightsimulators for military training.ENGINEERING. Just about any studentwho enjoys solving problems may be acandidate for a career that supports ordirectly involves engineering, fromcomputer-aided design (CAD) jobsthat require a technical certificate or

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Paths to exciting and rewarding science, technology,engineering and math careers might not be so obvious to students, especially to those who don’tsee themselves as math or technology wizards.Steering students toward these promising careerscan be a tough sell for counselors.

Tips for Counselors...

PROBLEM-SOLVERSParents, teachers and counselors can help students learn more about science, technology, engineering and math careers

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Fortunately, there are many resourcesand work-based learning activities thatcounselors can use.

Open up students’ potentialSometimes a student may not see hisor her potential for a career in science,

technology, engineering or math.Personality and aptitude tests are twoways students can start to see them-selves in a new light. Maybe a student’screative streak could dovetail with thestrategic problem-solving used by engineers, or perhaps another student’s

InDemand | 31

job experience to more advanced degrees that enable students to becomeprofessional engineers in a variety ofdisciplines.MATH. A good way for counselors toencourage students to consider mathcareers is to “get real”—walk studentsthrough examples of how math is usedto solve real-world problems, such aspredicting when a new bridge materialmay fail, strategizing how new productsare marketed or calculating how manychildren will benefit from a new vac-cine.

Educational optionsScience, technology, engineering andmath career pathways may include taking advanced high school courses,participating in internships, acquiringspecial certifications, a two-to-seven-year college education, or working inthe government and private sector.

Work-based learning activities havealways been championed for non-college-bound students but have been expanded to include all students. Theseefforts succeed when teachers are as-signed to supervise students and strongties are developed between schools andlocal businesses and industries.

Service learning projects, such asHabitat for Humanity, develop employ-ment skills and encourage good citizen-ship. The National Service LearningClearinghouse at www.servicelearning.org offers a wealth of ideas forprojects and step-by-step instructionsto implement them. Service learningbenefits the entire community.

Cooperative education programs letstudents earn graduation credits forpaid work experience. “Job shadowing”gives students opportunities to observepeople at work for days at a time.Internships provide students withlonger unpaid opportunities in theworkplace. Career and technical educa-tion programs also give students thechance to gain on-the-job experienceand practice their skills.

Teachers

IDEAS FOR TEACHERS…A fun way to apply science, technology, engineering and math skills with your stu-dents is to participate in programs such as the West Point Bridge Design Contest.Teams design a virtual bridge and test its design capabilities. Free software is avail-able on line at bridgecontest.usma.edu. Students ages 13 through grade 12 are el-igible to compete for prizes. The contest was developed by the U.S. MilitaryAcademy at West Point and is sponsored by the American Society of Civil Engineers.

Another compelling way for teachers to bring science into the classroom is the“World of Motion” program, which was developed by the Society of AutomotiveEngineers. Each module usually takes eight weeks and can be incorporated in thescience curriculum. Modules are available at www.sae.org/foundation/awim.

Another thing teachers can do is remind their students that replacement needsusually account for more job openings than the growth of new jobs. Most air-traffic-controller job openings, for example, are the result of the large number of controllerswho will be eligible to retire over the next decade. The latest projections of all jobopenings for each state are available at www.projectionscentral.com.

Teachers can also encourage students to research and use the common termin-ology associated with occupations that interest them. Every career field develops itsown professional language, which is called “jargon” by people outside the profes-sion. Below are sample terms for some of the exciting occupations in this issue ofInDemand. Challenge your students to find 10 additional terms for each occupationand then define each term.

Encourage the next generation of teachersMost importantly, tell your students about the crucial role science, technology andmath teachers play in inspiring the innovators of tomorrow. Share the reasons whyyou became a teacher. Many states with growing teacher shortages offer loan for-giveness programs, scholarships and tuition reimbursement programs.

Students need to know that they can pursue degrees in science, technology, engi-neering and math while completing a teacher license program. Many universitiesalso have programs that will permit a student to become a teacher after completinga bachelor’s or master’s degree. Teacher-training programs also require students tospend time in public schools to determine if teaching is a valid career path for them.

OCCUPATION SAMPLE TERMINOLOGY Air-traffic Controller Vertical spacingMechanical Engineer ThermodynamicsCAD Technician Axonometric Materials Engineer Polymeric biomaterialsPharmaceutical Engineer ToxicokineticsAstronomer Doppler shiftForestry Technician Timber cruisingComputer Forensics Specialist RootkitCost Estimator Cost/performance indicatorSound Technician Digital audioVideo-game Designer Graphic user interface (GUI)Science Teacher RubricStatistician Confidence interval

How do I know if my child has an aptitude for science-related careers?Aptitude for science may take many forms. Some students are very curious about the way things work. Others like puzzles, riddles and challenges. People in science careers tend to be analytical and like tosolve problems.

How do I know if my child has an interest in technology- or engineering-related careers?Budding technicians and engineers often enjoy conducting experimentsand building things. They may also enjoy taking things apart just to un-derstand how they work. Interest inventories—tests that reflect yourchild’s passions and strengths—can suggest potential career paths andoften are offered by schools. A word of caution here:These inventoriesare only valid if the people taking them answer the questions openlyand honestly. Try to gauge if your child is taking the inventories seriouslybefore putting too much stock in the test results.

The International Technology Education Association provides greatinformation at www.iteaconnect.org/index.html. Students take tech-nology courses more seriously when parents emphasize their impor-tance at the same level as academic subjects. Praising your child’sconstruction of a bookshelf in middle school may be an important step indeveloping a famous architect like Frank Lloyd Wright or Maya Ying Lin.

How do I know if my child has an aptitude for math-related careers?That is a difficult question, because many occupations use math skills.Occupations, however, may differ widely in the type and the frequencyof math skills used. For example, cost estimators may be asked to reviewaccounting reports, but this review may also be a small part of the totaljob. A pharmaceutical engineer may be required to scale up the produc-tion of medicines using proportions and ratios, but they may not have touse advanced geometry and calculus skills on a regular basis. Parentscan foster math skill development by pointing out the use of math formulas, percentages and measurements in daily life.


DEARPARENTSParents can begin encouraging theirchildren to pursue science, technology,engineering and math careers by avoid-ing stereotypes and promoting good rolemodels in these fields. Avoid teasingyour children about “boy careers” and“girl careers.” Girls and boys should bothbe expected to succeed in math and sci-ence. Opportunities abound in all thesecareers for both women and men.

Encouraging more women and mi-nority people to consider science, tech-nology, engineering, and math careers iscrucial, because these groups representan untapped potential of bright youngpeople that can help the United Statescompete in an evermore-competitiveglobal marketplace.

There are several programs that helpminority students explore these careerfields such as the Hispanic EngineerNational Achievement Award Corp.,along with many good scholarship opportunities for those who select science and technology career paths.

Encourage your child not to overlookscience, technology, engineering andmath careers within government, at thelocal, state and federal levels. These jobspay well and come with good benefitsand opportunities for advancement.

Nearly all air-traffic controllers areemployed by the Federal AviationAdministration (FAA), an agency of thefederal government, and many of themstart off in the military. Forest and con-servation technicians working for feder-al and state governments compile dataon the size, content and condition oftracts of forest. Computer forensic spe-cialist positions are growing both in gov-ernment and private companies.

Parents can also read about careerswith their children, visit Web sites,schools and colleges, interview people invarious fields and find a mentor.

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Parents will also find lots of career information at Career Voyages,www.careervoyages.com/parents-main.cfm.

This site provides access to:Different types of careers.The knowledge and skills needed to enter these careers.Information about education and training opportunities needed toprepare for a chosen career.

Another good place to browse with your teen is the “Health Career”section ofthe U.S.Department of Labor Occupational Outlook Handbook(www.bls.gov/oco/cg/print/cgs035.htm).

& What Career Is Right?

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5. A person who starts and runs his or her own business.

6. Adventure sport that is like a high tech scavenger hunt.

7. What sparks innovation?

8. A person who enhances a production for an audience through the use of sound design

9. Science promotes __________.

10. A student or a recent graduate undergoing supervised practical training to learn more about a particular career.

12. A person who develops logos to display on products such as bicycles, etc.

13. A person who studies galaxies.

DOWN

1. Another word for “very small”.

2. Part of a land surveyor’s job is to generate ______.

3. If you like to solve problems, you may be interested in a career in _________?

4. Industry term for satellite imagery?

11. A trusted counselor or teacher, especially in occupational settings.

Visit http://www.careervoyages.gov/indemandmagazine-stem-games.cfmfor the answers to this puzzle, plus information on the hottest jobs of tomorrow.

Science - Technology - Engineering - Math

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