Chigozie Okorie, P-TECH student and intern at the IBM Center for Applied Insights, is conducting a series of executive interviews exploring topics such as the skills necessary for business today and how to prepare students for a very dynamic future. Here are some of the key takeaways from his interview with Nancy Pearson, who leads all aspects of marketing for IBM Cloud.
Read the full interview here.
Among the essential differentiators of the IBM P-TECH program is the opportunity for young people to gain skills-based workplace experience in addition to their rigorous academic work in high school and college courses. This holistic approach to preparing our students for successful futures has already shown significant results. In June, P-TECH’s first graduates either joined IBM in well-paying positions or headed to four-year universities to continue their studies this fall. The next promising class from P-TECH is following in their footsteps and looking to build its own legacy –including Amanda Crawford, who turned 16 just weeks prior to starting her IBM internship. Amanda, her classmate Anthony Lewis and more than 50 of their classmates who have earned college credits brought their talent, skills and enthusiasm for learning to such projects as conducting competitive research, creating websites, drafting social media strategy, and even contract negotiations at IBM and other employers this summer. In my role coordinating the Brooklyn P-TECH program, I feel very lucky to interact with young people who can think on their feet, collaborate with anyone and learn on the job.
– Will Ehrenfeld, IBM Corporate Citizenship & Corporate Affairs Education
My name is Amanda Crawford, and I am a rising senior at P-TECH in Brooklyn, New York.
I am a summer intern for the North America Market Development team at IBM in New
York City. During my first week, I was introduced to cloud computing. I learned that
cloud platforms are infrastructures that benefit customers and make the consumer experience better.
My assignment was to research and study energy companies within the Fortune 500 that have industry cloud platforms or participate in industry cloud platforms. We also aimed to understand the energy industry ecosystem players.
IBM’s technology and talent have the power to help transform governments, institutions, communities and the quality of life for people around the world. We work to improve education, revitalize cities, address the challenges of economic growth, respond to disasters, and develop sustainable strategies for energy use and environmental protection. As part of a tradition that dates to the company’s founding more than
100 years ago, IBM and IBMers contribute innovative solutions to the world’s toughest societal challenges.
In our 2014 Corporate Responsibility Report, we detail our efforts to transform communities, support our employees, and engage in responsible corporate governance and practices. Through it all, you’ll see how IBM and IBMers contribute our time, technology and expertise toward making the world a better place.
As Brooklyn P-TECH – IBM’s first P-TECH school – celebrates the graduation of six students with their high school diplomas and college degrees two years ahead of schedule, we reflect on what makes P-TECH so special, and look ahead to the model’s expansion across the U.S. and abroad.
Stanley S. Litow is IBM’s Vice President of Corporate Citizenship & Corporate Affairs. Mr. Litow is a former Deputy Chancellor of the New York City Public Schools.
Last week, I had the distinct privilege to visit Newburgh, a city situated on the Hudson River and just a short train ride north of The Big Apple. It was a chance to witness
firsthand what everyone has been clamoring about: just what is happening inside a
Otherwise known as Pathways in Technology Early College High School, P-TECH has earned much praise for innovation in education from just about everyone, including President Obama. For me, the question was whether the success of the Brooklyn model could take flight in less populated areas. Could this model work in other communities across the state, particularly in troubled regions? I was determined to find out.
Twenty-three years ago this May, I graduated from Morehouse College as part of the largest class in the college’s history through 1992. Features in national media outlets told the stories of several young leaders from the Class of 1992, including why they had chosen Morehouse over such schools as Cornell and Stanford, the commitment to service that Morehouse had instilled in them, and their plans for making the most of themselves and doing their best for their communities. On Commencement Day this year, Morehouse’s President acknowledged my work with P-TECH, and what we and our partners are doing to help level the playing field for a new generation of young leaders.
Today, our school celebrates its first graduating class – six extraordinary young people who, through talent and tenacity, are finishing the six-year P-TECH program in just four years, and beating the odds. After accepting the P-TECH challenge of rigorous academics, extended school days, summer sessions, workplace learning, mentoring and internships, each of these graduates has earned either a high-paying job with IBM, or acceptance to a four-year college or university. Four of the six are the first in their families to graduate college. Each of them personifies what it means to redefine oneself based on one’s
P-TECH is redefining possibilities for 17 and 18-year olds so that by their mid-20s their lives have different trajectories than those of their peers from similar socio-economic backgrounds and previous generations. The success of these six students shows that achievement gaps can be closed when young people have access to equitable opportunities and resources. We look forward to more of the types of public-private partnerships that are reinventing high schools as engines for success.
Continue reading to meet the P-TECH Class of 2015.
Cyber attacks, and cyber-security awareness, have moved to the forefront of discussion in the past decade. There is no question that American infrastructure is vulnerable to both external and internal cyber threats. American leadership in both the private and public sectors has identified a gap in our cyber capabilities, and has begun to implement committees, programs, and initiatives in order to boost interest and awareness in the cyber field. If America is going to remain at the forefront of technological capability, our education system needs to implement further programs and initiatives that connect our future work force to the skills necessary to be second-to-none in the cyber domain. But according to the National Initiative for Cybersecurity Education 2012 Strategic Plan, only 12 high schools in the U.S. offer formalized cyber-security education in their training.
The need for enhanced cybersecurity is shaping the future force structure of the military as well, including the creation of the new United States Army Cyber Command. Through the efforts of the Network Science Center and the Department of Electrical Engineering and Computer Science, the United States Military Academy has responded to the deficit in cyber-security education through several means, including sponsoring the Vulnerable Web Server (VWS) project to provide a virtual environment in which students and instructors can learn to identify and respond to cyber vulnerabilities. As part of the project, the VWS team has written an instruction manual that contains definitions of cyber threats, and additional student and teacher resources.
P-TECH, the IBM-led grades 9-14 schools model, is expanding rapidly because of its seamless integration of high school, college and career, and the concrete path to opportunity the model provides for students. There are 27 schools currently operating under the P-TECH model in the United States, and this week, Australia announced it will open two P-TECH schools with IBM’s help in Ballarat and Geelong in 2016. The Australian Financial Review has just published an in-depth article about how this truly innovative high school model has been implemented in the U.S., specifically focusing on one of IBM’s four partner schools in Newburgh, New York.
Located in a school district burdened by high crime and low incomes, Newburgh’s Excelsior Academy is providing its inaugural class with a promising path to a college diploma and fulfilling career. Highlighting how Excelsior Academy blends academic and workplace skills development into a well-rounded education, the Australian Financial Review article illuminates the P-TECH model’s potential to increase the skill level and career preparedness of graduates throughout the country and, eventually, around the globe.
Cliff Archey is IBM’s Education Program Manager at Excelsior Academy in Newburgh,
How does a high school student proficient in coding and entranced by game playing plot
a career in this booming, fast moving industry? Twenty aspiring Pathways in Technology Early College High School (P-TECH) students with advanced coding skills and all of
the passion for gaming recently joined industry maven Monty Sharma for guidance on
Ask any high school student what they’re passionate about, and many will tell you gaming. Then ask them about their top career choices and you’re bound to get the same response. Game Development is among the most popular desired career paths for young adults, and market trends suggest that a career in this $100 billion industry can hold lots of promise.
The gaming industry’s annual revenues are twice those of the U.S. movie and music industries combined. And thanks to the global boom in mobile, games now reach all ages and cultures in every corner of the Earth. The industry’s growth potential continues to be huge as applications developed for gaming are rapidly adapted and deployed across many other industries. Business, education and medicine are just three of the global industries using applications first developed for gaming. This means that game coders and developers will have lots of job security – if they can master the requisite skills.
As a teacher at Brooklyn’s Pathways in Technology Early College High School (P-TECH), I’ve seen first hand how engaging young people unleashes their potential and enables them to transform themselves. Most of our students come from economically disadvantaged backgrounds, and enter P-TECH (an open admissions school) with a variety of academic and social issues. But with constructive engagement through our integrated program of classroom and workplace learning, our students are achieving amazing things!
In addition to rigorous course work and essential mentor/protégé relationships for each
P-TECH student, our program includes workplace and other instructional opportunities that give our students a heads-up view of the world outside of their neighborhoods and beyond the scope of traditional schooling. That’s why our students and I were so excited to visit IBM’s Thomas Watson Research Center as part of the company’s Local Education Outreach Program. It turns out that IBM leads the world in patents, and our students’ visit to one of IBM’s creative innovation nerve centers proved to be a mind-opening experience for them…and for me!