- Are you passionate about lifelong learning and helping people develop their talents, especially through professional and digital competencies?
- Are you a motivator and connector, bringing together learners and employers to find the best fit between professional interests and career opportunities?
- Are you a facilitator who engages learners in experiences that help them build strengths and embrace growth opportunities as individuals and team members?
- Do you like evaluating and implementing software and services that help people connect with each other and do their work more easily?
- Are you a skilled manager and organizer, able to keep a number of balls in the air while stewarding continuous improvement with a network of constituents within, and beyond, the University?
If so, we are seeking a Program Manager for the Academy of Digital Sciences, UNE’s continuing professional development program. You’ll be working with a talented ecosystem of Academy staff, learners, professionals, and employers, and you’ll bring the program to its next level, and beyond.
The position description and application procedures are here https://une.peopleadmin.com/postings/2957
We hope you’ll join us!
With offices in Falmouth and Bangor, as well as across the U.S., Tyler Technologies is one of Maine’s premier employers and a UNE Academy of Digital Sciences partner. Helping inform the Academy’s curriculum and model, partners like Tyler are key to our learners’ success. Tyler Vice President Angela Gaudreau knows that the success of programs like the Academy is key for her company’s growth here in Maine and beyond.
“As a technology company with an employment projection of 10% growth for the foreseeable future, Tyler Technologies understands the need for current technical skills in the workforce,” says Vice President, Angela Gaudreau. “UNE’s Academy of Digital Sciences meets this need, providing a valuable resource for students and providing employers with a workforce that has the necessary skills and qualifications.”
Tyler Technologies is the largest U.S. software company solely focused on providing integrated software and technology services to the public sector — cities, counties, states and school districts. Tyler creates, delivers and supports software solutions and services that help local governments and schools manage complex, day-to-day business functions. With a wide clientele and broad product portfolio, Tyler’s team includes project managers, software engineers and developers, user experience designers, and data analysts; Tyler also offers internships in all of its function areas. The UNE Academy of Digital Sciences encourages students to identify their passions so they can identify a career path the suits their goals and serve employers’ needs.
“Programs like UNE’s Academy of Digital Sciences is unique in that its curriculum is a collaborative effort between Maine’s technical employers and the Academy, lending it the credibility and viability not found in traditional technical or digital programs,” says Gaudreau. “It includes hands-on mentorship from participating employers, while offering the flexibility and accessibility of an online accelerated format that will ensure traditional as well as non-traditional students learn the skills that match the growing number of technical jobs here in Maine.”
- For more information about Tyler Technologies go to: tylertech.com
- For more information about the UNE Academy of Digital Sciences go to: une.edu/academy
Sam Saleh is on the move. After completing the Digital Essentials course at UNE’s Academy of Digital Sciences, Sam has accepted a paid internship at IDEXX Laboratories in the company’s IT department.
Sam has always been interested in learning about computers, programming and understanding how they work. While he did not receive a college degree, he took time to teach himself programming and general computer troubleshooting and share his knowledge of computers with others over the course of many years while working construction. He had wanted to make the shift to a tech career but had thought it would require a four-year computer science program. The UNE Academy of Digital Sciences was exactly what he was looking for.
“Computers have always amazed me. The things that they are capable of and how fast things advance in technology is quite mind blowing. I wanted to widen my view on technology. It amazes me that while you think you have a strong understanding of something there is always that next level of thinking. Working with everyone in this program really gives you a different perspective and opens your mind to different ideas and interpretations which has been amazing for me.”
Sam met a range of employers at the Academy’s Roundtable meeting in March. The Roundtable is a professional networking event held at the beginning of every session. Ten to 15 employers meet students starting or completing Academy courses, discover shared interests and opportunities and, when there’s a match, begin the process of investigating positions, including paid internships. Sam’s communication skills, enthusiasm and curiosity landed him his first paid internship where he will have the opportunity to explore many IT roles within a large company.
While he brings his own passions and ambitions to the internship, Sam’s mind is open to the possibilities. “The things I already know are a very small portion of the capabilities of technology. So while I may have my sights set on development, I will also keep in mind the other aspects such as UI and strategy. From one set of skills there are multiple paths one could take.”
Sam’s willingness to consider new and unexpected pathways and his hunger to learn served him well in the Academy and will help him succeed in the workplace. “While it is very hard to picture where you would be in the future, I do have a general idea of what my path will be. I believe that I will successfully get into the industry but will have to prove my worth over an extended period of time before moving into any specific fields. I do hope that I will work on some innovative projects and be able to leverage my creativity to create new and exciting things.”
Excerpts from the Maine Department of Labor— January 2015
The nature of work increasingly demands higher levels of literacy and more sophisticated technology competencies.
The primary performance attributes of jobs in growing occupations are concentrated around critical thinking, problem solving, reading comprehension, effective communication, and decision making.
Those contrast with the primary work activities or knowledge requirements of occupations that are expected to have the highest rates of job loss, which include handling and moving objects, controlling machines, repairing and maintaining equipment, and clerical functions.
Growing Occupations: Critical thinking, problem solving, decision making, mathematics, reading comprehension, deductive reasoning, processing information, analyzing data
Declining Occupations: Machinery operation, equipment inspection, tool selection, physical strength, following instructions, manual dexterity, clerical functions…
Report after report over the last two decades from educational, trade, and other interest groups exhorted the need to educate more people for STEM* jobs. Many portray an impending shortage of workers in highly skilled, well-paying science, technology, engineering, and math based occupations. Most treat STEM jobs as a homogeneous group with similar growth prospects.
The problem with these characterizations is that there is a great deal of diversity of functions and an equally wide range in growth prospects not only between science and technology, for example, but also the range of occupations within sciences, within technology, within engineering, and within mathematics. The variety of STEM occupations creates very different growth prospects.
Under the Standard Occupational Classification system used by economic agencies to classify and count jobs there are 653 occupations in which there is employment in Maine and for which we have developed projections. Of that number, 181 occupations are designated as STEM by either the O*Net consortium or the U.S. Bureau of Labor Statistics. Collectively, the number of jobs in those 181 occupations is expected to rise 6.5 percent from 2012 to 2022, which is nearly three times the rate for all occupations. The expected gain of 6,800 jobs in STEM occupations accounts for 46 percent of expected net job growth.
Individually, 107 of those STEM designated occupations are expected to grow faster than average, another 13 are expected to grow more slowly than average, and 61 are expected to be unchanged or lose jobs. Like other types of functions, slowly growing or declining STEM occupations generally are those being impacted by new or changing technologies that are improving or replacing processes…
*Science, Technology, Engineering and Mathematics
Excerpt from The Atlantic — May 2017
The authors estimate that almost all large American metropolitan areas may lose more than 55 percent of their current jobs because of automation in the next two decades. “We felt it was really stunning, since we are underestimating the probability of automation,” said Johannes Moenius, the director of the Institute for Spatial Economic Analysis at the University of Redlands, which prepared the report.
The power of machine learning means that programmers with large data sets can use them to make machines smarter, allowing them to do non-routine tasks; for example, oncologists are using data from medical journals and patient records to automatically create treatment plans for cancer patients. “It is largely already technologically possible to automate almost any task, provided that sufficient amounts of data are gathered for pattern recognition,” the authors write…
While a handful of cities with good jobs and highly educated workers will continue to thrive, other areas are going to see more and more jobs disappear as automated technologies become ever better. This may have much wider implications, politically and socially. People in America’s struggling regions feel left behind economically, as the 2016 election indicated. But the anger that motivated many voters in November may pale in comparison to what comes next, if some regions see two-thirds of their jobs disappear while other areas continue to thrive…
Excerpt from the Washington Post — May 2017
Nearly a third of business leaders and technology analysts express “no confidence” that education and job training in the United States will evolve rapidly enough to match the next decade’s labor market demands, a new report from the Pew Research Center finds.
About 30 percent of the executives, hiring managers, college professors and automation researchers who responded to the Pew survey felt future prospects looked bleak, anticipating that firms would encounter more trouble finding workers with their desired skill sets over the next decade…
“The skills necessary at the higher echelons will include especially the ability to efficiently network, manage public relations, display intercultural sensitivity… and just enough creativity to think outside the box,” wrote Simon Gottschalk, a sociology professor at the University of Nevada, Las Vegas.
Frank Elavsky, a data and policy analyst at Acumen LLC, an analytic tool developer, said people can hone those skills in this digital age by remembering to interact with other people.
“The most important skills to have in life are gained through interpersonal experiences,” he wrote. “Human bodies in close proximity to other human bodies stimulate real compassion, empathy, vulnerability and social-emotional intelligence.”…
Excerpt from EdSurge — April 2017
A popular narrative in the employment market today is that a “skills gap” exists between the abilities employers seek in candidates and the capabilities that new college graduates gain through postsecondary education. Beyond skills readily demonstrable from college curriculum (primarily cognitive skills and technical skills), employers complain about the lack of soft skills among college graduates: leadership, the ability to work in a team, written communication skills or problem-solving.
But what if I told you that the skills gap was little more than fiction, and a different gap exists. I call it the “awareness gap.” While college graduates may leave universities with transcripts and resumes, employers aren’t able to see many of the skills they’ve developed through coursework and co-curricular activities.
Simply put, the awareness gap is the inability for college graduates to make employers aware of the skills they do have…