Suntek Education, a division of Suntek Industries, Inc., is an educational services firm dedicated to the promotion, development and evaluation of Science, Technology, Engineering and Mathematics (STEM) programs at universities and community colleges that are designated as Hispanic Serving Institutions (HSIs) and focus on the recruitment, retention and graduation of under-resourced students.
WHY STEM?
The United States has come to rely on industry that is STEM product or service intensive to remain economically competitive in world markets. Although college graduates in STEM fields increased dramatically in the 1960's with extraordinary national investment in the space program, technological armaments, and medical research, the rate of graduation of college students in STEM fields has flattened and has created a shortage of replacement scientists and engineers.
WHY HISPANICS?
A population sector that has experienced dramatic growth in this country over the last fifty years is comprised of people who have a Spanish speaking heritage and have had American citizenship for generations or are recent immigrants, notably from Latin America. According to the last USA census, half of the population growth in this country is attributed to this sector. If the United States is to remain economically viable in the new knowledge economy that's primarily based on STEM fields, it is critically important to focus on the education and the training of the young people in this sector who have been significantly under-represented in STEM fields.
WHY HIGHER EDUCATION?
There is a widening gap between K-12 and higher education in both attendance and funding. Education at the K-12 level is primarily administered and funded at the state level with considerable subsidy from the federal government. All children in this country are generally required to attend primary and secondary school if eighteen years or younger. Except for a few states that require a handful of college credit hours in order to receive a high school diploma, attendance at a college is optional for most students. The general and more widely accepted consensus is that in order to qualify for higher paying jobs in this country, some college education is required. In general this means the attainment of either a certificate in a trade, an associate's degree in a field, or in some cases, a baccalaureate or higher degree in a professional field. The GI Bill started a wave of new college matriculants at the end of World War II but this trend has basically leveled off due to several factors - excessive attrition due to college unpreparedness, exorbitant college tuition and fees even at public colleges, unfair debt burden on graduates who cannot find jobs that can help pay off college loans, unwillingness by states to continue escalating subsidies required by public colleges, reluctance by college officials to adopt TQM principles that would stabilize costs, college faculty members that adhere to union-like employment rules and uniform wage schedules based on years of service, and the lack of training for college officials in running large organizations involving independent-minded professionals. Despite these obstacles encountered in higher educational institutions, there is still a critical need to use the resources in place to at least initiate additional education beyond the secondary school level for STEM and supporting fields. Already the USA STEM industry has accepted the unfortunate fact that a college graduate cannot immediately contribute to its mission and will require additional training after being hired.
WHAT IS TITLE V?
The federal government has recognized the significant gap between the college achievement level of Hispanic youth and that of other ethnic groups such as Asian and those grouped under "white European." The Department of Education, through the authorization of Congress, has set aside funds for colleges who have more than 25% Hispanic enrollment. Such colleges are designated Hispanic Serving Institutions (HSIs) and are eligible to receive funds for strengthening infrastructure, curricula and services for the benefit of all students including the targeted Hispanic group that is significantly under-represented in enrollment, retention and graduation when compared to the general population in the college's serving area.
WHY STEM?
The United States has come to rely on industry that is STEM product or service intensive to remain economically competitive in world markets. Although college graduates in STEM fields increased dramatically in the 1960's with extraordinary national investment in the space program, technological armaments, and medical research, the rate of graduation of college students in STEM fields has flattened and has created a shortage of replacement scientists and engineers.
WHY HISPANICS?
A population sector that has experienced dramatic growth in this country over the last fifty years is comprised of people who have a Spanish speaking heritage and have had American citizenship for generations or are recent immigrants, notably from Latin America. According to the last USA census, half of the population growth in this country is attributed to this sector. If the United States is to remain economically viable in the new knowledge economy that's primarily based on STEM fields, it is critically important to focus on the education and the training of the young people in this sector who have been significantly under-represented in STEM fields.
WHY HIGHER EDUCATION?
There is a widening gap between K-12 and higher education in both attendance and funding. Education at the K-12 level is primarily administered and funded at the state level with considerable subsidy from the federal government. All children in this country are generally required to attend primary and secondary school if eighteen years or younger. Except for a few states that require a handful of college credit hours in order to receive a high school diploma, attendance at a college is optional for most students. The general and more widely accepted consensus is that in order to qualify for higher paying jobs in this country, some college education is required. In general this means the attainment of either a certificate in a trade, an associate's degree in a field, or in some cases, a baccalaureate or higher degree in a professional field. The GI Bill started a wave of new college matriculants at the end of World War II but this trend has basically leveled off due to several factors - excessive attrition due to college unpreparedness, exorbitant college tuition and fees even at public colleges, unfair debt burden on graduates who cannot find jobs that can help pay off college loans, unwillingness by states to continue escalating subsidies required by public colleges, reluctance by college officials to adopt TQM principles that would stabilize costs, college faculty members that adhere to union-like employment rules and uniform wage schedules based on years of service, and the lack of training for college officials in running large organizations involving independent-minded professionals. Despite these obstacles encountered in higher educational institutions, there is still a critical need to use the resources in place to at least initiate additional education beyond the secondary school level for STEM and supporting fields. Already the USA STEM industry has accepted the unfortunate fact that a college graduate cannot immediately contribute to its mission and will require additional training after being hired.
WHAT IS TITLE V?
The federal government has recognized the significant gap between the college achievement level of Hispanic youth and that of other ethnic groups such as Asian and those grouped under "white European." The Department of Education, through the authorization of Congress, has set aside funds for colleges who have more than 25% Hispanic enrollment. Such colleges are designated Hispanic Serving Institutions (HSIs) and are eligible to receive funds for strengthening infrastructure, curricula and services for the benefit of all students including the targeted Hispanic group that is significantly under-represented in enrollment, retention and graduation when compared to the general population in the college's serving area.