Dr. Howard Greene directs Workforce Development and Student Success at the Starlab George Washington Carver Science Park at The Ohio State University. Howard brings together partners from academia, government, and industry to collaborate in unique ways while launching sustainable space-based STEM education programs that generate awareness of space careers and contribute to the preparation of the next generation of space professionals. One problem I have noticed in Workforce Development is the prevailing belief that the ‘missing ingredient’ preventing youth from pursuing STEM careers is simply awareness. In other words, if we excite youth enough about STEM career opportunities, they will eventually choose and be retained in them. This simplistic approach has led to outreach programs in industry and academia that focus more on generating interest and excitement rather than guiding youth through a sustained journey toward developing self-efficacy and a strong STEM identity. As a result, we often participate as guests at one-off events such as school career fairs, science festivals, activity-based venues and motivational talks—efforts that primarily aim to raise awareness of the careers we enjoy. Don’t get me wrong— an exciting activity or a powerful speaker can provide youth with an incredible motivational springboard into a new involvement. But without follow-on investments into their lives, the initial interest generated at a single STEM event wanes and actual pathways to STEM careers never become clear. In the end, career outcomes are unchanged. We are left wondering why students aren’t motivated by our efforts and choosing these great careers. “The Best Way For Youth To Develop Career Confidence Is Through Mentoring Relationships With Passionate Professionals Who Are Willing To Guide, Support And Inspire Them.” Let me explain what I mean. Growing up, I had access to a wood shop in our basement. My Dad was the fixer and problem-solver in

What opportunities did generative AI create for improving medical education and clinical training? A few months after ChatGPT began reshaping conversations around AI, two medical students asked a more practical question. How can AI improve every step of medical training? Jonathan Theros, co-founder and COO of Dendritic Health AI, was one of them. He and a fellow medical student, joined by an AI engineer and a designer, had just taken their board exams and lived through the intense, fragmented study schedule of medical school. “We knew the problems in medical education firsthand,” says Theros. “AI could connect the entire learning process, from the first lecture to actually talking to a patient and make it more personalized and immersive for every student.” From that insight, Theros and his co-founders launched Dendritic Health AI with a clear mission: built by you, for you. How does Neural Consult connect different stages of medical learning within one platform? Its core product, Neural Consult, applies AI across the full medical learning process. It builds on-demand flashcards, supports deeper literature searches, simulates objective structured clinical examinations (OSCE) with AI patient encounters and delivers feedback tailored to each learner’s progress. For the first time, a student’s entire learning history lives in one place, making it possible to teach to the individual rather than the class. “Medical schools provide access to experts and real patients and that curriculum will always be the core,” says Soetikno. “What we want to add is precision education. Where are your gaps and how do we help you close them so you are ready to take care of real patients?” .

Over the past twelve months, dti Publishing Corporation has quietly but decisively reshaped the way students learn networking technology. Under the leadership of CEO Pierre Askmo, the company has focused on making complex concepts tangible and accessible. At the heart of this transformation is the company’s NetEmulator®, a browser-based platform that allows learners to construct, configure, and visualize networks in a controlled, guided environment. Unlike traditional courses that start with theory and expect students to memorize terminology before ever touching a device, dti Publishing has flipped the approach. Students begin by actively performing tasks, interacting with virtual network components, and receiving immediate feedback. By practicing first, they develop an intuitive understanding of concepts that becomes a foundation for learning the underlying theory. “What we’re hoping to achieve with this practice first approach, is that it allows students to develop mental anchors that make the theory that follows becomes far easier to understand, correctly interpret, and ultimately retain,” Askmo explains. This emphasis on experience before memorization has helped the company create a model that is not only more engaging but also improves retention, allowing students to connect abstract ideas to real-world applications. Making the Invisible Visible One of the challenges in teaching networking is the abstract nature of the subject. In a real network, data packets travel invisibly across wires, leaving learners to imagine how information moves and devices interact. .