In my role leading the Texas Instruments (TI) talent management team, we are constantly seeking ways to attract and retain the best and brightest minds to work at TI. We know that our success depends upon having talented and innovative employees working to solve some of the world’s toughest technological challenges. However, with a decreasing number of students pursuing science, technology, engineering and math (STEM) subjects, there is a global battle for talent in our competitive tech landscape. Engineering is not the only profession in which American companies are facing workforce shortages. The same can be said for medical fields, such as nursing and skilled technicians.
How can we solve this problem? We must engage students from a very early age and inspire them to explore math and science. We must cultivate their curiosity and encourage them to push the boundaries of “why not?”
If we don’t start engaging with students as early as pre-kindergarten, it becomes more difficult to inspire them in middle school or high school. At an early age, students need exposure to the core foundational math and science curricula necessary to meet the higher-level needs of the tech industry. This could include structured informational activities to augment core learning about what skills and roles industry is seeking, and the impact these roles can have on the economy and on society. Students need a glimpse into the real world to understand how these fundamentals apply. It’s important to engage students through hands-on work in the lab and with electronics. Educators must make the connection between classroom, industry, and the world around us, so students can further enhance their technical capabilities, as well as better understand the impact these skills can have in the workforce and in our daily lives.
We believe that diversity fuels innovation. One mind finding solutions to the world’s problems is powerful, but a team of minds is limitless. Finding creative solutions to problems requires different perspectives. Sure, as an engineering company, we have a vested interest in more students graduating directly from high school, fully capable and ready to pursue an engineering degree. We specifically want them to be engineering-ready. But we also want students with varied backgrounds and experiences who understand critical-thinking skills such as problem solving, curiosity, creativity and innovation. To ensure we have both more students pursuing STEM subjects and more diversity in background, we need to particularly engage young girls and underrepresented minority students in our efforts.
The reality is, for a variety of reasons, not all students graduate from high school ready to pursue four-year degrees. Some students may not have the option or preparedness to go straight into a four-year degree program, and thus opt to begin their post-secondary education at a community college. This is why we also pursue students who hold an associate’s degree in electronics or comparable degrees to join our technician programs.
How do we reach students as early as pre-K in these underrepresented populations? We start in our own communities. A great example is our involvement with Mi Escuelita in Dallas. For 30 years we’ve been involved in this pre-kindergarten program for at-risk students who are 93 percent Hispanic, 4 percent African American and approximately 45 percent female. TI supports and invests in programs such as Mi Escuelita with funding, volunteerism and outreach, facilitating fun, STEM-based demonstrations and projects with students.
We’re aiming to make a difference, engaging and exciting students in STEM subjects at a young age. We firmly believe this endeavor starts with each individual, and in the classroom. We hope to encourage students to grow their curiosity and interest in science and math, showing them they can change the world and love their jobs.