Latest news with #EngineeringandMathematics
Al Etihad
2 days ago
- Business
- Al Etihad
ADNOC expands its STEM Education Programme to empower UAE students in AI
31 May 2025 18:47 ABU DHABI (WAM)ADNOC has expanded its Science, Technology, Engineering and Mathematics (STEM) education programme to empower UAE students in artificial intelligence (AI) and advanced technology through an initiative called 'STEM for Life: Future of AI Schools Challenge' which held the finals today at the Abu Dhabi Energy attendance were Dr. Sultan Ahmed Al Jaber, Minister of Industry and Advanced Technology and ADNOC Managing Director and Group CEO; Sarah bint Yousif Al Amiri, Minister of Education; Dr. Abdulla Humaid Al Jarwan, Chairman of the Abu Dhabi Department of Energy; Hajer Ahmed Mohamed Al Thehli, Secretary-General of the Education, Human Development and Community Council; Khalaf Abdulla Rahma Al Hammadi, Director-General of the Abu Dhabi Pension Fund, alongside senior ADNOC in January 2025, the Future of AI Schools Challenge received 14,500 applicants from 351 schools across the country, with 896 teachers helping students to design, build and pitch AI solutions that addressed one of three themes: creating real-world impact, demonstrating blue sky thinking or winning the hearts and minds of local communities. A total of 1,500 submissions were received, with 80 students in 27 teams selected to attend the the final, ADNOC and AIQ showcased how ENERGYai, the world's first agentic AI solution for the energy industry, can be deployed to improve decision making, unlock value and drive operational Al Falahi, Director, Group Business Support & Special Tasks at ADNOC, said: 'We warmly congratulate the winning teams of the Future of AI Schools Challenge for their innovative ideas, creativity and can-do mindset. Through our STEM education program, ADNOC is equipping the UAE's young talent with the skills and mindset needed to thrive in an AI-driven future."As we work to become the world's most AI-enabled energy company, we will continue to nurture the next generation of innovators who will harness the power of AI to drive progress for the UAE and unlock solutions to global challenges.' Winning teams pitched their projects to a jury which included members from the Ministry of Industry and Advanced Technology, Ministry of Education, Abu Dhabi Early Childhood Authority, ADNOC, Khalifa University, ADNOC Technology Academy, Dubai Institute of Design and Innovation, Microsoft and Neubio. Following an assessment by the jury, nine teams each were awarded the gold, silver and bronze positions respectively. Submissions featured impressive AI-powered solutions, including an automated greywater purification system, a mobile app, a personalized learning platform, and a smart farming Future of AI Schools Challenge aims to equip students with the skills needed for an evolving technology-driven future and harness the potential of AI to create value and solve real-life challenges. It is aligned with the UAE's vision to establish the country as a global AI leader by 2031 and supports the integration of AI into the UAE academic curriculum for the 2025–26 academic year. It also builds on ADNOC's corporate social responsibility program that aims to promote STEM education. Since it was launched 2018, ADNOC has empowered more than 351,000 young scientists, engineers and innovators.
Yahoo
7 days ago
- Business
- Yahoo
See what research at Tennessee universities was defunded in Trump's federal grant cuts
Vanderbilt University Medical Center is on a Department of Government Efficiency (DOGE) list of institutions set for grant termination. (Photo: John Partipilo) Modeling for infectious disease research, vaccine education programs, a rural mental health program, disinformation research and a project developing evacuation route technology for active shooter scenarios are among the federally funded grants at Tennessee universities terminated by the Trump administration. The University of Tennessee system reported losing $37.7 million in funding for 42 grants earlier this month, the majority of which came from grants for the UT Institute of Agriculture. Six grants remain 'pending.' Nine partial stop work orders are in effect, preventing portions of projects from being completed but not impacting the total award, according to University of Tennessee spokesperson Melissa Tindell. The university released a full list of its federal grants on Wednesday. Middle Tennessee State University reported losing roughly $640,000 due to 10 grant terminations, encompassing grants from the National Science Foundation, the National Endowment for the Humanities, the Institute of Museum and Library Sciences and the Tennessee Department of Health. Vanderbilt University, Tennessee State University, East Tennessee State University and the University of Memphis did not respond to requests for a list of terminated grants. Records maintained by the Department of Government Efficiency (DOGE) list millions more in grant cuts at those schools, but data posted to the DOGE website is imperfect. UT system loses $37.7M in federal grants; Institute of Agriculture is hardest hit For example, DOGE's website lists only one terminated grant at MTSU: a roughly $305,000 National Science Foundation grant for the development of a 'Framework for Integrating Technology for Equity.' While this is among MTSU's terminated grants, several others are not listed in DOGE's data, including a program that supported students with disabilities in Science, Technology, Engineering and Mathematics (STEM), archeological research at Fort Negley and research on COVID-19 health disparities. One of the grant recipients — The Alliance of Students with Disabilities for Inclusion, Networking, and Transition Opportunities in STEM – stated on its website that its NSF funding terminated on May 2, 'due to the alignment of our work with the agency's evolving priorities.' 'This decision does not reflect the quality or importance of the work we've done together — work that has empowered students with disabilities and advanced equity in STEM across the country,' the website states. The White House did not immediately respond to a request for comment on the selection process for terminated grants. Broadly, President Donald Trump's executive orders have included orders to terminate ''diversity, equity, and inclusion' discrimination in the federal workforce, and in federal contracting and spending.' Trump's administration has also taken aim at Biden-era climate policies. Of the 42 grants terminated across the University of Tennessee system, nearly 40% referenced diversity, inclusion, minorities, race, underserved or marginalized groups, sexuality or gender in their titles. Five terminated grants mentioned infectious disease or immunization in their titles, and COVID-19 disparities or prevention efforts were specifically mentioned in three. Cuts to collegiate research can have impacts far beyond their fields. Most basic, foundational research is done in the academic sphere, according to Alexandra Graddy-Reed, an associate professor at the University of Southern California's Sol Price School of Public Policy. It's more difficult to tell if this type of research will be profitable, so about 60% of this type of research is funded by the federal government rather than industries or nonprofits, she said. 'Without the federal government funding academic research, it would drastically decrease what we can accomplish,' Graddy-Reed said. A portion of the University of Tennessee's terminated grants deal with COVID-19 disparities. Graddy-Reed used this as an example of potential long-term implications. 'If you look at COVID in particular, Vanderbilt was one of the first organizations leading to a vaccine through their research, but that research wasn't just started in 2020, right?' she said. It was decades in the making. 'When you stop that basic research, when you stop understanding how pandemics spread, how they impact our populations, when the next pandemic hits, we are not as prepared to address the issue,' Graddy-Reed said. Federal judge extends order blocking 'devastating' NIH cap on research payments Terrell Morton, an assistant professor of identity and justice in STEM education at the University of Illinois Chicago's School of Education, had similar concerns. 'One of the things that people talk about is this concept of brain drain, or the idea that as a country, we're going to lose a lot of the rich innovation, because colleges and universities are sort of the main driving sites for research-based innovation,' Morton said. Researchers at MTSU and University of Tennessee declined interviews. Regarding the termination of multiple grants that included a focus on minorities, Morton said science has shown that 'the experiences, the needs and the outcomes of people differ based off of not only things like their race, but also their gender, their socioeconomic status, whether or not they live in an urban or rural or suburban neighborhood.' Morton highlighted the National Science Foundation's authority to engage in 'broader impacts work,' which can include increasing participation of women, people with disabilities and underrepresented minorities in STEM, according to NSF's website. Morton said that also includes veterans and people from rural communities. 'If you remove federal funding from grants that explore things like the implications of rurality on mental health, then there's not going to be any knowledge or resources generated to help people in rural spaces that don't have access to high-quality health care or don't have access to high-quality mental health services,' he said. Further implications stretch to the economy — less funding means less support for graduate students, research technicians, and publication editors. Less funding also means fewer researchers attending professional conferences, booking hotels and meeting space and supporting the service industry in conference locations, Morton said. One of the things that people talk about is this concept of brain drain, or the idea that as a country, we're going to lose a lot of the rich innovation, because colleges and universities are sort of the main driving sites for research-based innovation. – Terrell Morton, University of Illinois Chicago Graddy-Reed said less research funding can erode an institution's ability to provide the infrastructure and equipment needed to do research. 'Science is America's competitive advantage, and we rely heavily on government funding for that,' she said. 'If that gets cut, we're in decline as a society, but so is our competitive advantage in the global economy.' While grant funding cuts were catalyzed by politics, Morton said these cuts impact everyone, regardless of their political affiliation. He said he's hopeful that people will see the results not from a political perspective but from a practical one: what benefits the nation and its communities. 'In my opinion, what truly benefits our nation and our communities are research and scientific explorations that can help develop new innovations and outcomes that elevate the life, the liberty, and the pursuit of happiness of our people,' he said. Terminated grants at MTSU include: Tennessee Louis Stokes Alliance for Minority Participation (Mid-Level Alliance) TLSAMP NSF Includes Alliance: The Alliance of Students with Disabilities for Inclusion, Networking, and Transition Opportunities in STEM Race, Religion, and STEM: (Examining the Intersections for Black Students) Collaborative Research: Framework for Integrating Technology for Equity Archaeological and Ethnographic Field Research at Fort Negley (in Nashville) An Investigation of Virtual Reality Initiatives and Workforce Development Outcomes in Libraries The Works of Anne de Graville: A New Edition and English Translation Epidemiology and Laboratory Capacity for Prevention and Control of Emerging Infectious Diseases – Building and Strengthening Epidemiology, Laboratory and Health Information Systems Capacity A-IP19-1901 Immunization and Vaccines for Children Covid Vaccination Pods – TN Covid-19 Health Disparities Initiative SUBSCRIBE: GET THE MORNING HEADLINES DELIVERED TO YOUR INBOX
Time of India
25-05-2025
- Politics
- Time of India
Optional practical training under fire: Donald Trump nominee seeks to end post-graduation work
Joseph Edlow, who is President Trump's nominee for the post of the director at US Citizenship and Immigration Services (USCIS) in a recent nomination hearing has said he wants to end post-graduation optional practical training (OPT) that is available to international students. A one year OPT is available to international students, which is extended by another two years from students from the Science, Technology, Engineering and Mathematics (STEM) field. International students undertaking an academic course hold an F-1 visa. During a recent hearing before a Senate Judiciary Committee, when asked about the changes he would make to the OPT program if he headed USCIS, Edlow said, 'I think the way in which OPT has been handled over the past four years, with the help of certain decisions coming out of the DC Circuit Court, have been a real problem in terms of misapplication of the law.' TOI had tracked and reported the legal challenges that this program had faced. The Washington Alliance of Technology Workers (WashTech) had first challenged the OPT program in 2014. After a long-drawn battle, the US Court of Appeals (DC Circuit) in October 2022 upheld the validity of the OPT program and the two-year extension for STEM-OPT. While WashTech sought a review from the US Supreme Court, this was declined. In other words, the program continued to be valid. During the hearing, Edlow added that he is in favour of removing the ability for employment authorisations for F-1 students beyond the time they are in school. According to immigration attorneys' based on his statement it would appear the intent is only to have a one-year OPT (pre completion OPT) concurrent with studies. This statement has sent alarm bells ringing among the international student community, including those who are aspiring to study in the US. International students are already under stress owing to abrupt revocations of their SEVIS status and/or F-I visas, even as district courts are ordering temporary restraining orders in their favour. A bill to eliminate OPT was also introduced in the House, but is expected to fall-flat as the numbers do not add up in the Senate for it to sail through. The Indian student community in the US is significant in terms of numbers. According to the Open Doors Report (academic year 2022-23), there were 2.70 lakh Indian students in the US, with 69,000 Indian students participating in OPT programs. Responding to this development, Miriam Feldblum, President and CEO of the Presidents' Alliance (a coalition of over 570 campus leaders), stated, 'Aiming to end post-graduation OPT will undermine the US overall ability to recruit and retain top talent from around the world. Experiential learning is and has long been a crucial component of education in this country. This includes post-graduation OPT opportunities. ' 'Today, over 2.40 lakh international students participate in OPT, many in STEM fields. OPT enhances the educational experiences of international students while bolstering the workforce in communities across the US, supporting employers, and contributing to our economic competitiveness. We encourage the Department of Homeland Security to prioritize policies that expand America's global and domestic talent pipeline to spur innovation, boost our economy, and secure our nation's future as a global education and research leader,' she added.
Borneo Post
24-05-2025
- Science
- Borneo Post
Sibu school to modernise facilities, embrace STEM, TVET
Lau (fifth right) and Vong (seventh right) join others in the cake-cutting ceremony. — Photo by Peter Boon SIBU (May 25): The management board of SK Bandaran Sibu No 2 is committed to upgrading school facilities and creating a safe, modern and inspiring environment where both teachers and students can thrive. According to the school's management board chairman Temenggong Dato Vincent Lau, these efforts align with education reforms focused on strengthening teacher professionalism, integrating Science, Technology, Engineering and Mathematics (STEM) and technical and vocational education and training (TVET), using technology in teaching, and reducing dropout rates. 'However, while the board is committed to supporting these changes, it still faces limitations and relies on allocations from the Education Department to support the school,' he said during the school's 'Teacher's Day' celebration at a hotel here on Friday. Lau added that the official theme for the national 2025 Teacher's Day celebration, 'Guru Pemacu Reformasi Pendidikan' (Teachers Driving Educational Reform), reflected the evolving role of teachers in leading innovation and student-centred learning in today's fast-changing education landscape. 'Teachers are key drivers of this change, guiding students to meet the demands of the digital era. 'With the support of the community, and the dedication of our staff and students, I believe our school will continue to grow, keep pace with the times, and contribute meaningfully to education reform. 'These reforms also bring challenges, from adopting new tools to addressing students' needs – all of which require strong support and an enabling environment.' Lau also pointed out that although SK Bandaran Sibu No 2 might not be comparable with other larger schools here in terms of facilities, it would be up to the teachers and headmaster to 'turn weaknesses into strength'. Lau also expressed hope that the school would win more awards in curriculum and co-curricular activities in time to come, and urged teachers to find opportunities for students who may not excel academically but possess other talents. Meanwhile, the headmaster Vong Kiong Ming stated that the Ministry of Education had allocated RM450,000 for the school's upgrading works, particularly those on maintenance of the administrative block. . STEM SK Bandaran Sibu No 2 TVET Vincent Lau
Economic Times
18-05-2025
- Science
- Economic Times
Women make for 35 pc STEM graduates globally; maths, gender stereotypes major reasons: UNESCO
Women make for only 35 per cent of Science, Technology, Engineering and Mathematics (STEM) graduates globally with no significant progress made in last decade, according to UNESCO's Global Education Monitoring (GEM) team which has flagged low confidence in mathematics and negative gender stereotypes as major reasons behind the trend. The team which analyses the development and trends in education sector across the globe pointed out that the digital transformation is led by men and women constitute only 26 per cent of workforce in data and Artificial Intelligence (AI). "Critical data from 2018-23 shows that women made up only 35 per cent of STEM graduates globally, with no progress over the past 10 years. Part of this can be explained by the fact that girls' confidence in mathematics appears to be knocked early, even when they perform well. Part of it can be explained by negative gender stereotypes that also prevent women from pursuing STEM careers," a member of GEM team told PTI. "Only one in four women with an information technology degree took up digital occupations in the European Union, compared with over one in two men. The digital transformation is led by men. Women constitute only 26 per cent of employees in data and artificial intelligence, 15 per cent in engineering, and 12 per cent in cloud computing across the world's leading economies. This is a loss to society," the official added. The team has noted that while 68 per cent of countries globally have policies to support STEM education, only half of these policies specifically target girls and women. The GEM has launched an advocacy brief that proposes actions countries should take to redress the balance. "Countries need to include gender-responsive school counselling and career orientation to nurture girls' talents and interests in STEM and Technical and Vocational Education and Training (TVET). A key element of this kind of gender-sensitive orientation is professional training in gender-responsive guidance for teachers and counsellors. Career guidance programmes should aim to raise awareness among parents to enable them to play supportive roles free of biased notions of gender-appropriate careers," the brief read. The advocacy brief has noted that girls need to see women succeeding in STEM fields in order to believe that they can do it too and counselling and guidance can help girls see STEM pathways they would not have considered, while role models and mentorship activities can challenge stereotypes about 'gender-suitable' subjects. "Schools can create STEM clubs and organisations that are led by female students and teachers. They can also partner with local businesses and organisations to provide girls with opportunities to meet and learn from female STEM professionals and enable them to see that their skills are valuable in technical occupation. Female mentors can also improve the culture of STEM workplaces, which can be male-dominated and hostile to women," it said. Training teachers and school leaders to start early in overcoming STEM gender bias, enhancing girls' digital literacy to close the skills gender gap and reviewing teaching and learning materials for negative gender bias on "appropriate" study choices, are among the recommendations made by GEM. "A framework of digital competences should be prepared to provides guidance for the skills all learners should acquire, no matter their gender. Teachers should work towards overturning girls' mathematics anxiety, helping make STEM relevant to girls' interests as well as addressing their own bias and stereotypes. "In primary school, teachers can use gender-neutral language when teaching STEM concepts and provide opportunities for girls to explore STEM activities. They can also invite female STEM professionals to speak to the class," the brief said.
