Whether you are a student interested in "real life" science applications, a teacher looking for ways to bring science lessons to life, or just want to beat the summer heat, visit NBC Learn and click on "The Science of the Winter Olympics" videos.

In these videos, NBC Learn, in partnership with the National Science Foundation, unravels the physics, biology, chemistry, materials science and math behind the Olympic Winter Games.

Teachers can sign up for a free trial of NBC News Archives on Demand to find lesson plans and activities, or visit Lessonopoly.

The Connecticut Small Business Innovation Research (SBIR) Office recently launched a new program called Careers for Engineers to match technology professionals with jobs available in Connecticut.

The program works as follows: Alternating lists of Jobs Available and Job Seekers go out to job seekers and to employers every month. For the Job Seekers list, the CT SBIR Office develops a profile of each participating job seeker's resume and sends an eblast of the profiles to prospective hiring companies to give them an idea of each job seeker's competencies and skills. If a hiring company is interested in a job seeker based on their profile, they can request a full resume. If a job seeker sees a position that interests them, they contact the CT SBIR Office to receive more information.

If you are an engineer, a scientist, a technician, or a business professional and would like a career at a technology company or innovative manufacturer; or if your technology/manufacturing company has a job available email the CT SBIR Office today.

For a look at the most current jobs available and to see how the Job Seekers eblast looks, click here and go to the grey box at the right of the page.

The idea that a four-year college degree is essential for career success is being challenged by economists, policy analysts and academics. They say more Americans should consider other options such as technical training or two-year schools. As evidence, experts cite rising student debt, stagnant graduation rates and a struggling job market flooded with overqualified degree-holders.

President Barack Obama's wants to restore the country's status as the world leader in the proportion of citizens with college degrees. But federal statistics show that just 36% of full-time students starting college in 2001 earned a four-year degree within that allotted time. Spending more time in school also means greater student debt. Two-thirds of students graduating from four-year schools owe money on student loans.

And while the unemployment rate for college graduates still trails the rate for high school graduates (4.9% versus 10.8%), the figure has more than doubled in less than two years.

Ohio University economics professor Richard Vedder blames "credential inflation" for the stream of unqualified students into four-year colleges. His research has found that the number of new jobs requiring college degrees is less than the number of college graduates.

Margaret Spellings, former federal education secretary under George W. Bush, remains a proponent of increased college access. She points to research showing that college graduates will on average earn $1 million more over a lifetime than those with only high school degrees. "It is crucial to the success of our country and to us as individuals to graduate more students from college," she said at a National Press Club forum earlier this year.

But Martin Scaglione, president and chief operating officer of workforce development for ACT, suggests that a new definition for educational success is needed to diminish the public bias toward four-year degrees. He advocates "certification as the new education currency -- documentation of skills as opposed to mastering curriculum."

"Our national system is, 'Do you have a degree or not?'" he said. "That doesn't really measure if you have skills."

This article was adapted from an Associated Press article by Alan Scher Zagier.

To learn about a variety of careers involving science, technology, engineering, and math (STEM), watch short videos at Futures Channel . Videos feature careers in wind energy, solar power, water, and industrial design, among many other inudstry areas. The videos also describe the science, technology, engineering and math skills required for entry and advancement in each career.

The Center for Excellence in Mathematics and the Sciences at Southern Connecticut State University (SCSU) is ready to help boost the number and quality of students pursuing careers in mathematics and sciences.

Education and governmental leaders have expressed an urgent need for more college graduates with degrees in math, science, and technology. The creation of the SCSU Center for Excellence in Mathematics and Science is prepared to help through a barrage of initiatives:

•The National Science Foundation (NSF) has awarded a $600,000 grant for the creation of a Pathways to Academic Excellence (PAcE) program, in which 26 outstanding high school and community college students wishing to pursue math, computer science, biology, chemistry, physics or earth science will receive full 4-year scholarships to Southern. The program will start this year with the recruitment of high school students.

•NSF has selected Southern as a pilot site for the Family Engineering Program, which will introduce parents and elementary school-aged children to the world of engineering. Southern students will travel to five area schools this spring to coordinate fun, hands-on activities for parents and children to demonstrate the importance of engineering in everyday life.

•The center has created the Southern Women in Mathematics and Science (SWIMS) program, designed to provide support for women interested in those fields. The program will provide faculty mentor support to Southern students, while Southern students will serve as mentors for K-12 students. It will include guest speakers, activities and opportunities to recognize the success of students.

Lara Smetana, who was recently named as the Center's Director, said "We are very excited about all of these programs, as well as others we have planned. There is a burgeoning need in the workforce -- such as in the teaching, engineering and scientific fields -- for college graduates who have an expertise in the math and sciences. I believe half the battle in meeting that need is in encouraging more students, particularly at the K-12 grades, to explore these disciplines."

Smetana says the Center also will seek to breakdown psychological, cultural and social barriers to pursuing math and science. "For a variety of reasons, some students just don't believe they can excel in these two subjects," Smetana says. "In some cases, it's because of a gender stereotype. In some cases, it's an issue of limited access to strong role models, supportive environments and post-graduate opportunities. In other cases, it's just a psychological hurdle that might have been generated from a bad past experience in a math or science class. One of our aims is to help students remove these hurdles and allow them to develop their potential."

For more information, visit SCSU

CT STEM Jobs needs Career Mentors to support its career development efforts!

Through one-to-one contact, Mentors will provide academic and career guidance to individuals aspiring for new and better jobs in STEM-related fields. Mentors and mentees will work together to find a schedule of face-to-face and/or virtual meetings that works for them. Our comprehensive mentoring program will provide training and connect each Mentor to resources that will support a positive mentoring relationship.

Feel good by helping emerging professionals develop to their potential. Do good by enhancing your leadership, coaching and communication skills, and strengthening the talent pool available to Connecticut employers. Please volunteer as a CT STEM Jobs Career Mentor and encourage your employees, co-workers, and friends to do the same.

Visit the CT STEM Jobs mentoring page to learn more about the CT STEM Jobs mentoring program and register online as a Mentor today.

If you are interested in becoming a Mentor – or just want to find out more about the program - please contact Lucy Brakoniecki or 860.247.6090 x100.