“She wanted a Barbie – but got a computer instead.”

That metaphor, shared during our September 9th NEOSTEM Ecosystem meeting, captured the heart of the day’s conversation: how do we give students high-quality experiences that expand their vision of what’s possible? Our students need exposure to paths beyond the familiar. Exploration is the key that unlocks curiosity, confidence, and careers.

“Career-connected learning, I would argue, is the magic bullet. When you look at the studies, it increases academic achievement, it increases graduation rate, and it also helps students enter into and retain jobs longer than peers that didn’t participate in that same learning, said David Giesige of the Greater Cleveland Career Consortium. He emphasized that it’s far more important for students to grow as strong communicators, critical thinkers, and team members than to master any single technical skill.

As the first gathering of this academic year, the September meeting focused on preparing Northeast Ohio students for high-demand careers through innovative partnerships. Education leaders, industry partners, and workforce development organizations came together to explore H3 careers (high-demand, high-growth, high-paying), discuss AI literacy training opportunities, and strengthen the collaborative network that is transforming how the region approaches STEM education.

The discussion balanced immediate action items—from no-cost professional development to upcoming signature events—with a long-term vision of creating seamless pathways from classroom to career.

Watch the full meeting here.

Read the summary below. 

Register for the next NEOSTEM Monthly Meeting.

Redefining What a “Good Job” Really Means: The H3 Framework

“What is a good job?” Each of us might answer that differently, but David Giesige from the Greater Cleveland Career Consortium challenged the group to think about career guidance in new ways. Through his research-backed H3 framework, GCCC focuses on roles that are:

• High-Demand: Careers where employers are actively hiring and struggling to find enough qualified workers.
• High-Growth: Careers expected to expand significantly in the coming years, offering stability and advancement.
• High-Paying: Careers that provide competitive wages and long-term financial security—at least $70,000 in total compensation within six years of entry.

Rather than overwhelming students with every possible pathway, or tying them too tightly to one specific skill, this framework emphasizes both clarity and flexibility. “We don’t want to do that A-to-B connection point,” Giesige explained. “A sixth grader that’s learning about Python needs six years to go by, and for that still to be a relevant position, for that career exposure to have been worthwhile. You stretch that line over six years, and it becomes very fragile.”

Instead, GCCC emphasizes transferable competencies based on direct employer feedback: “We hear it all the time, it’s communication, it’s critical thinking, it’s teamwork. We hear more often than anything, like, we will teach them the technical skills once they get here. We want people who are motivated to do the job, can think critically, and can work well on a team.”

This approach requires a fundamental shift in how educators think about workforce preparation. Giesige advocates for employer-designed projects embedded in classrooms: “You could have them come up with case studies and simulated work-based learning opportunities, specific projects that model the things that they’re doing that day, and that’s going to drive those technical competencies that they care about in a way that you can then later show them in a student portfolio of work.”

The model draws inspiration from European vocational education, where Giesige observed seamless integration between learning and application: “The school was actually a 5-star hotel and a fine dining restaurant, and it had a cafe in the front, and every single part of their learning was then directly mapped into their after-school experience.” This creates “that direct through-line of rigor and relevance, and students just immediately see, this is why I’m learning this.”

The Power of STEM Moments

Host Jeremy Shorr opened with a compelling reflection on transformative experiences: “Young people, 5 to 22, are the best finders of problems in the world, and they’re the best creators of innovative new solutions in the world.”

He shared how watching his children discover technology independently led to a crucial insight: “For the first time ever, they’re in a position to solve those problems all on their own, and they can cut me and everybody in my cohort out of the equation, which, to me, is actually really exciting.”

AI Training: From Skepticism to Innovation

Jack Spiller from AI OWL demonstrated how comprehensive AI training transforms both educator and student perspectives. He highlighted their work with Tip City School District, where they took “7 credit-deficient students who are not on track to graduate” and enrolled them in an 18-week AI course.

The results were remarkable: “All 7 of those students now are on track to graduate, after this grant-bearing course.” More importantly, student attitudes shifted from viewing AI as a cheating tool to creating innovative solutions like chatbots for school information and gaming guides.

Action Item: Through Ohio’s TechCred program, employers can be reimbursed for upskilling their teams in artificial intelligence and other in-demand technologies. This makes it possible for schools, nonprofits, and businesses to access high-quality training at little to no cost.

For individuals and smaller organizations, the ECDI no-interest loan program provides another pathway—offering upfront financial support for training that can be repaid without added fees. Together, these resources open doors for educators, community partners, and students to gain practical AI skills in a field reshaping every industry.

Educators, business leaders, nonprofits, and more are invited to participate in the training. Please email Info@NEOSTEM.org if interested.

NEOSTEM Programming: Three Pathways to Engagement

1. Score with STEM (Cleveland Cavaliers Partnership)

Combines sports excitement with hands-on STEM learning, giving many students their first professional sporting event experience while exploring “the science behind athletics, from physics of ball trajectories to data analytics and performance optimization.” Get Involved

2. City Recreation Center Events

“NEOSTEM brings STEM directly into communities and neighborhoods through partnerships with recreation centers.” Jeremy emphasized the impact: “You are providing, in many cases, for the very first time, the first content that they’ve ever been able to experience right in their neighborhood.” See our impact from April 2025

3. STEM Day with Cleveland Guardians

School-day programming at Progressive Field where “students participate in STEM activities through the stadium, meet professionals who use STEM in sports and other careers, and see firsthand how science, technology, engineering, and math make baseball possible and provide the backbone of our economy.” More information

Community Connections: Where the Magic Happens

The meeting’s collaboration segment revealed NEOSTEM’s unique value as a connector. Some organizations shared current initiatives:

• Jordan Renna (University of Akron Biology): Focusing on undergraduate retention while bringing microscope demonstrations to community events.
• Monica Hammil (Alliance for Working Together): Organizing the Think Manufacturing Expo (October 8th) expecting 1,000 students and 50 manufacturers.
• Andrew Scavuzzo (Rise Up Ohio): Just published a student research journal that turns CMSD students into published authors; Rise Up is hosting school-based release parties to celebrate their work. 
• David Brown (Minority Tech Alliance): Working on autonomous mobility projects with ODOT and drone delivery with Cleveland Clinic.
• DeAsia Jefferson (Deetronics): Seeking consistent space for hands-on science programming. 

Monica immediately offered to help DeAsia with space needs, demonstrating Jeremy’s point: “The real energy, the real power, is in forming the relationships between all of you, and that’s a big part of our role.”

Action Items & Next Steps

Immediate Opportunities:

1. AI Training: Organizations may apply for TechCred grants through AIOWL for no-cost professional development. Please email Info@NEOSTEM.org. 
2. Event Participation: Connect with us to promote any upcoming events through NEOSTEM’s network. Please email Info@NEOSTEM.org. 
3. Manufacturing Expo: Schools interested in the October 8th Think Manufacturing Expo should contact Monica Hammil at Monica_Hammil@thinkmfg.com 
4. NEOSTEM Support – Want to get more involved? We’re always looking for volunteers. Please shoot us an email and we’ll set up a call to discuss your interests. info@NEOSTEM.org
5. NEOSTEM Monthly Meetings – Please plan to join us on Oct. 7 at 4 p.m. for the next meeting of the NEOSTEM Ecosystem. A registration link is here. (Meetings take place on the first Tuesday of the month at 4 p.m.)

The NEOSTEM Value Proposition

Jeremy captured the organization’s threefold mission: “Does NEOSTEM do this programming… Yes. Is it impactful? Yes. Do we come together once a month? Yes. But the real energy, the real power, is in forming the relationships between all of you.”

NEOSTEM functions as:

• Creator: Developing signature programs that reach thousands of students
• Amplifier: Promoting partner events and initiatives across the ecosystem
• Connector: Facilitating partnerships that solve real challenges in real-time

As the meeting concluded, Jeremy emphasized the collective impact: “The future belongs to the students that we’re preparing today… I’m more confident than ever that we’re preparing them incredibly well.”

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NEOSTEM works to foster collaboration among education, business, government, philanthropic and community organizations to enhance STEM learning opportunities and economic mobility throughout Northeast Ohio. Learn more about joining the NEOSTEM ecosystem at www.neostem.org