The purpose of the panel discussion was for K-12 science teachers to get an overview, from the perspective of others, of what is expected of young adults in the world of academia and also in the world of work. As teachers re-evaluate what it is that is asked of students, it is important to consider "Beginning With The End In Mind" and provide students with the tools for success no matter what their future choice will impact.  Science careers will be evolving as social, environmental, and global issues are considered.

Below is the listing of questions and answers that were presented by Janet K. Little, MPH, RD, LDN, who participated in the panel discussion as a representative of nutrition professionals.  The questions were generated by Parkland School District's K-12 science teachers representing all grade levels and strands of science.  Contact information for those answering the questions, as well as for the host of the panel discussion, is located below.

Questions and Answers from RDs for Panel Discussion:

Parkland School District

Science Curriculum Committee

(A) Germane to Academic Community, (B) Germane to Business Community, (A&B) Germane to both communities

1.  (A&B)  What critical skills related to science should students have when graduating to the college ranks or the business community upon their high school graduation.

Carrie-

Students must be able to collect, classify, and interpret data.  They also should be able to form a hypothesis and know how to test it.  Problem-solving and communication skills are also critical.

Lorraine-

A.  I believe strongly that students must sharpen their critical thinking skills.  I find that too many older teens/young adults are very gullible when it comes to accepting information as fact – especially from celebrities and from questionable Internet sites, etc.  I think they need to be able to say “now wait a minute, does this really make sense?   Unfortunately, there are both “bad science” and “bad business” plaguing us today, and Americans seem to accept them as fact.

 B.  Good math skills are very important in both arenas.  I am not necessarily talking about advanced trigonometry.  I want professionals who are comfortable with fractions and percentages and being able to use them in the real world.  I have taught many otherwise bright young people who couldn’t figure out a dilution rate or the profit & loss statements in a business.

 C.  Also important, in my opinion, is the ability to communicate effectively – both orally and in the written format.   “Texting” is great but it is not the way to write a paper or send a resume.

 D.  I think today’s students need a broader knowledge of the rest of the world.  We have a lot of young adults today who can not find a Middle Eastern country on the map

2. (A&B) How important is it to have our students consistently working as part of a team?

Carrie-

Learning to work as part of a team is critical to an individual’s success today.  Most individuals will experience working as part of a team at some point in their career.  If they do not have a solid foundation of good interpersonal skills for achieving team success, they will likely fail in their endeavors.

Lorraine-

I must confess that I hated working in teams while I was an undergraduate; however, I have come to realize that it is necessary for the work world.  I have frequently had to work in a group with people that I didn’t know or like very well; however, the job had to get done.  If you can learn to work with a variety of people on a particular project, it will benefit you.

3.  (A) To what extent does your college curriculum utilize team projects, presentations, research, etc.?    (B) Where and to what extent does business engage its practices with the team concept?

Carrie-

I was lucky that throughout both my undergraduate and graduate college programs, my instructors were sure to provide a lot of exposure to working in teams.  This definitely helped to prepare me for the same instances in my work life.

Teamwork is everything today in the workplace.  Good customer relations require that we no longer tell people that a task is not within the scope of our work.  Instead, it is important that we streamline all processes for customers, even if it means performing job duties that are not within our job descriptions.  Often, this means taking a teamwork approach, and communicating with other departments to get the job done.  Businesses that focus on strengthening teamwork are likely to be very successful, as this is the basis for good customer service and outcomes.

Jan-

In the ‘70’s, there weren’t many team projects.  My daughters had many in high school.  In college, they haven’t had many in their science courses; they are mainly lectures and note-taking.  You have to learn the material sometime and somehow.  I wouldn’t replace all lectures with team projects.  I think students’ knowledge base would be compromised.

Joe-

Team concept is an everyday occurrence.  Team happens on every level and is transparent through all levels of management.  Lead by acting as a team player and it should filter to all levels of management and team members.

4.  (B) What is the greatest area of deficiency in science among employees who enter your business after high school or after college?  (B) What are the top three reasons for dismissing employees?

Carrie-

The greatest problem appears to be a lack of emotional intelligence and interpersonal skills.

1. Lack of ability to complete the basic tasks of the job.

2.  Lack of motivation/poor work ethic.

3. Poor interpersonal skills.

Lorraine-

I have been lucky in that I have hired some very bright and competent young practitioners over the years who were well-trained.   I do find that young people do know a lot of facts, but sometimes they don’t realize the overlaps between different areas.  And, again, basic math skills are good writing skills are very important.

1.  Chronic absenteeism

2.  Chronic tardiness

3.  Inability to get along with others

Joe-

Some students are very detailed focused.  Need to view the forest and its surroundings and not just the trees or worst the leaves on the trees.

Jan-

I agree with Carrie.  In the volunteer world, many run for office and join to pad their resume.  Some board positions require expertise only during meetings.  Others accomplish work between meetings.  It is important to understand what you are getting into.

5.   (A) What are the top three reasons for students changing from a science major to a non-science major?

Carrie-

I am not experienced in this area, but I imagine that it would be related to a lack of critical thinking skills.  Also, science people like to think in terms of black and white, whereas non-science people like to think in shades of gray.

Lorraine-

For some students, the sciences are too structured for them and perhaps they feel they can’t express their creativity.  Some may feel it is too hard.  (I can’t really say as I would go nuts.)

Jan-

Many find the sciences to be time consuming.  You cannot miss a class or you will miss material taught that day only.  Many cannot memorize large reams of material.

6.  (A&B) What are the typical strengths in science that you witness from new employees or freshmen students?

Carrie-

Students/new employees today are very good at collecting, classifying, and analyzing data.  I think they also are good at forming hypotheses and testing them.  They also like to learn and apply new skills.

Lorraine-

I haven’t really had too much experience with freshmen; however, in new dietetic employees, health education employees, I am usually impressed with their computer skills and their ease in finding things on the Internet.

Jan-

Students today have great computer skills. 

7. (B) What are some essential qualities that you seek from a newly hired employee?

Carrie-

     1.  Good work ethic/positive motivation.

     2. Ability to complete tasks/interest in learning new things.

     3. Good interrelationship skills/good customer service skills.

Lorraine-

I want this person to be willing to work within a multicultural group and to understand that you can learn from everyone no matter what his or her title is.

Jan-

I would add really wanting to do the job, achieve the results.

Joe-

Education, past work history, volunteer history, neatly dressed, on time, resume updated.

8.  (A) What are some essential qualities/skills that enable students to complete a science major in college and complete it well?

Carrie-

They like a good challenge and do not give up easily.  They are also very interested in learning and experiencing new things.

Lorraine-

In my opinion, the successful student needs to be able to organize his or her work.  I found in graduate school that good study partners were very useful as well.  We pushed and supported each other.  I also want the student to be excited about the class or to at least see the potential.  That isn’t always realistic, but if they can “hang on” until they get to the upper level classes, it can be so exciting.

9.  (A&B)  Do your employees and students work well in groups? What are the pitfalls to group work?

Carrie-

Most of our employees do not work well in groups.  Many employees have a poor attitude and poor interrelationship skills.  They lack the social etiquette to successfully accomplish tasks in a group, and are not respectful of others.  Two of the biggest pitfalls to group work are that it is very time-consuming and it requires a lot of emotional intelligence—these are two characteristics which many people lack.

Lorraine-

My current staff works very well as a group and as a result is very productive.  One of my last classes of seniors at Drexel also were great at collaboration. Unfortunately, sometimes there are slackers who do not contribute their fair share to the group.  Also, sometimes the group has a hard time coming to consensus.

Jan-

I agree with above.  Certainly not everyone contributes at the same level.  Perhaps too many people are assigned to the group?

Joe-

I agree with above.

10.  (A&B)  Coming from high school, What skills enable our students to do well in the classroom or workforce?  What skills are lacking that prevent them from them doing well?

Carrie-

1.  Emotional intelligence/respect for others—however, I am seeing less and less of this.

2.  Coping strategies—school is very different from the workplace.  In school, praise is given for assignments, and students are usually given all the resources they need to complete a task successfully.  In the workplace, praise is rarely given, and budget restrictions require more creativity to obtain necessary resources.

Lorraine-

Please teach them to be able to write a cohesive paragraph about anything (correctly spelled); make sure they can do basic math functions; and help them to understand that there is a big world out there with lots of different cultures and customs.

Jan- I agree that writing skills are poor, especially considering how easy it is to write using word processors and making use of their automatic editing programs.  I do think that Parkland’s recent graduates are better writers.  But, a manager may work with employees from many school districts that haven’t improved writing skills or other skills at the same rate.    

Joe-

Listening to instructions is key and willingness to learn more.

11. (A&B)  What problem-solving skills are most important for employees and students?

Carrie-

I think it is important for employees and students to understand the big picture.  Often, they are given a task without truly understanding all of the factors that surround it.  Communication is important to convey the message of the big picture.

Lorraine-

Probably the most difficult problem-solving issues focus on interpersonal relationships.  How to you work effectively with people who do not necessarily act the same as you, speak the same as use, etc.

Joe-

Listening to one another and meeting all objectives.

12.  (A&B)  Would you be willing to partner with education (ex: for development of applied programs, etc.)?

Carrie-

Yes, I would like to (I have tried), but I receive much resistance from my company, without good reason, in this pursuit.

Lorraine-

I used to do this a lot.  I do not live and work in PA any more.

13.  (A&B)  What hierarchy of skills should the prospective employee/entering college student bring to the work place and college classroom?

Carrie-

1. Basic interrelationship skills/emotional intelligence.
2. Knowledge of material or at least a willingness to learn if inexperienced/unknowledgeable.
3. Self-respect/pride and respect for others

Lorraine-

Basic skills – reading (and comprehending), writing, math; Basic IT/computer skills including commonly used programs and those germane to a particular major or work arena;

Ability to build good interpersonal relationships.

Joe-

Organized, motivated, confident, good listener and team player.

14.  (B) How important are high school and/or college transcripts when hiring?  (B) What is the importance of GPA, rank, recommendations, and a personal portfolio when hiring?

Carrie-

I think these measures are very important.  A good student will likely be a good employee.  Most students who achieved success in school did so because they worked hard and had good relationships with their instructors and peers.  This is likely to translate into the workforce.

I think that these measures are important for the reasons above.  Also, a portfolio offers an employee to catch a glimpse of the “whole person”.  Too often, interview questions are very structured.  A portfolio allows a student/potential employee to showcase other talents that may not have been uncovered during the interview.

Lorraine-

These are all important, but it also depends on the job.  When I hired college students for cooperative education positions, the list of courses they had taken and their related work skills were what I looked at first.

Joe-

Very important when looking for specific skills.

15.  (A&B) If you could instill into your college students or employees one science skill, what would it be?

Carrie-

It would be problem-solving.  Too many employees today panic when something goes wrong and can not arrive at a rational method of solving the issue at hand.

Lorraine-

Critical thinking.

Jan-

I would teach how to break down a large amount of information into understandable parts.  Not only young people, but older educated people are not accustomed to reviewing a large amount of printed material.  But, that is what we have to bring to the workplace. 

Joe-

Analysis of a situation.

16.  (B) What makes your place of employment select one applicant over another?

Carrie-

This is sad, but it probably relates to the salary.  In our world today, so many decisions are based on the bottom line that talent, skills, and experience do not necessarily guarantee a job.  Cheap is in.  Also, I think that a lot of employers today are looking for robots.  They do not want employees who will challenge the status quo.  I think a lot of people in senior positions in businesses today have a lot more power than they should for their level of competence and experience.  Young people who are very motivated and competent are a threat to their job security.

Lorraine-

Work experience usually is what helps me make the final choice.

Jan-

The desire for reducing costs coupled with not recognizing what registered dietitians do, means that registered dietitians may be overlooked.  In food service, we are usually the best-educated professionals on the staff as we are trained to work in all areas but mainly clinical dietetics.  RDs have to learn to be assertive and produce outcome data showing their worth.  

Joe-

Necessary skills to do the job and previous job experience.

17.  (A&B) How important is cooperative problem solving in your classroom or business?

Carrie-

I think this is critical.  The solution to a problem affects many people.  It is important that everyone has buy-in on cooperative decisions.

Lorraine-

Very important.  I expect all of my staff to make suggestions and help to come up with ideas to improve our ability to serve our clients.

Jan-

Registered dietitians are in positions where they work with many other health professionals.  As we are a relatively new profession, it is important to be assertive so that the nutritional needs of the patients or residents are recognized and met.

18. (A&B) What science skills do you personally use in your instruction, business or industry?

Carrie-

Too many to name:  Problem-solving; questioning; hypothesis-testing; observing; communicating; collecting, classifying, and interpreting data; etc.

Lorraine-

As a director, I use my math skills to develop, present and keep track of my budget.  I also use those skills for grant-writing, etc.  As a registered dietitian, I use my knowledge of nutrition, biochemistry, anatomy and physiology, and pharmacology to provide appropriate medical nutrition therapy and education for my patients.

Jan-

In long term care, for every resident, there is a group discussion among professionals offering different expertise to develop a care plan.  This has to be positive so the resident gets the best and most accurate care.  I find that people do not listen well.  They often mis-hear something and misunderstand, then, waste a lot of time joking about it.  Too many people bring their personal problems to professional situations, projecting their issues about food and body image onto the registered dietitian.   Professionals need to listen more accurately and respectfully.

19.  (A&B) Please evaluate and rate the practice of knowledge/skills – vs. – teamwork with problem solving in the classroom and business community.

Carrie-

They are both important.  Someone who has good teamwork skills, but who lacks knowledge will lose the respect of his peers; someone who has good knowledge/skills may know what he is doing, but will not be able to get others to cooperate.  They are both essential to problem-solving.

Lorraine-                       

I can’t really answer this because you have to have both.

Jan-

Like engineers, registered dietitians are problem solvers.  The difference is that our education is based on the biologic sciences.  There is more creativity in the field than many suppose.

 20.  (A&B) Is there one area in which you would like to see more specific concentration?  Why?

Carrie-

Emotional intelligence.  The classroom today is very different from the workplace.  Students are not taught how to make the adjustment from a “perfect world” to one where there are so many imperfections, it is easy to become discouraged and disgruntled.  Students should be taught more about how businesses operate, and how to achieve success in today’s harsh, corporate world. 

Lorraine-

See question #1

21.  (B) We hear that students aren’t prepared when they enter the business world.  What does this mean?  What specifically can’t they do that they should be able to do?

Carrie-

Students and young employees today are prepared with the basic skills, knowledge, and experience that they need to succeed in their jobs.  However, they fail in the workforce because the workforce differs greatly from their lives in school.  School is usually fair—work is not.  Students need to be taught more about different personality styles and how to cope with them.  They also should be taught more about how to act in business situations.  Students today are lacking these social skills.  If they are armed with more emotional intelligence, they will fare well in the workforce.

Lorraine-

See the answers to Question #1.

Jan-

I think it comes from bargaining for grades.  In the work world, you are hired to do a job, finish a task, not give something else.  You have to give it what it needs, not what you need.

22.  (A&B) How much has technology changed the approach and content of science instruction and business practices in the workplace?

Carrie-

I think technology has allowed science instruction and business practices to snowball.  In many ways, this is good.  Web-based learning and meetings allow us to save time and resources.  However, this concept has also left us with poorer social skills.  With less interaction with humans and more interaction with technology, people have become more impatient with and less respectful of others.  Unique human qualities are less appreciated because technology often takes the place of humans.

Lorraine-

Technology has made much of the information we look at in the sciences more accessible and has expanded the pool of knowledge.  In business, it allows us to do many more mundane things more quickly with less labor.

Jan-

People are starting to bring their presentations on a power point, turn off the lights, turn on the power point and tune out from actually instructing.  You still have to bring those problem-solving skills and skill at reading your audience, evaluating how well you are coming across.

23.  (A&B) With the need to work on teams and share data and information, what should be taught to students in high school to prepare them for this “team” style approach in college and the workplace? Consequently, what can we do to improve “teamwork” in science instruction?

Carrie-

Students should be given the opportunity to solve problems without all of the resources they need to do so.  While this places students in a difficult situation, it will allow them to foresee and experience some of the challenges they will face in the workplace.  By having them work in teams while trying to solve such problems, they will also experience what it is like to cope with different personality styles in an imperfect situation.

Lorraine-

I have had the pleasure of supervising a number of highly skilled young adults in various internships, research projects and cooperative studies programs.  I do believe that they need more than just classroom skills.  I know it is expensive but any type of traineeship, part-time work, community service, etc. is usually beneficial to the student.  It just gives them a much broader experience when they present for work the first time.

Jan-

People need to know what roles at which they excel so they come to a team knowing that role.  So, come knowing that you are the one that sticks to task, or takes notes, or can lead.  Also, if something is not clear, respond in a way other than, “I’m confused.”  Rather than remain “overwhelmed”, try to work it through, asking specific questions or finding out the answer.  Also, this isn’t being honest.  Employers hire problem solvers.  While it may be honest to state that you do not know the answer, you are really being hired to work your way out of that state, solve problems. 

Carrie Edwards, MS, RD, LDN

Clinical Dietitian

Berwick Hospital Center

Berwick, PA 18603

Office: 570-759-5091

E-mail:  carrie_edwards@chs.net

Lorraine Matthews, MS, RD, LDN

Director, Nutrition Programs

Columbus County Health Dept

Whiteville, NC  28472

Janet K. Little, MPH, RD, LDN

Nutrition Consultant

Immediate-Past President, Pennsylvania Dietetic Association

Allentown, PA 18104

Office/Home: 610-398-7228

Cell: 610-442-1733

Email: jklrd@fast.net

Joe Herman, MS, RD, LDN

Senior Director of Clinical Nutrition Services

Cura Hospitality

jherman@curahospitality.com

www.curahospitality.com

610-530-8108 ext 1625

610-216-4665 (cell)

"Enhancing Life Around Great Food"

Debra Serena Miller, Ed.D.

Director of Curriculum & Instruction

Parkland SchoolDistrict

Troxell Building

2219 N. Cedar Crest Blvd.

Allentown, PA 18104

Phone# 610-351-5541

Fax# 610-351-5539

MillerD@parklandsd.org