The Globe and Mail - 24.10.2019

STEM to STEAM EDUCATION

Mentorspavethepathwaytosuccess

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THURSDAY, OCTOBER 2 4 ,2019 SE

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QUEEN’SUNIVERSITY

CURIOUS, CREATIVE,DIVERSE

Engineering students gear up to address global challenges

Curiosity and creativity are key to

tackling the complex challenges

the world’s population is facing;

climate change, human migration,

health issues and changing demo-

graphics grab the headlines and

engage problem-solvers in finding

solutions.

Addressing these global chal-

lenges will require teams with

science, technology, engineering

and math (STEM) skills, plus the

willingness to ask questions that

are often associated with the social

sciences and humanities, says Brian

Frank, associate dean of teach-

ing and learning in the Faculty of

Engineering and Applied Scienceat

Queen’s University.

Prof. Frank teaches in the first

course in the program’s four-year

Engineering Design and Practice

Sequence. The sequence of courses

assembles diverse student teams

to address engineering challenges.

The program strives to nurture stu-

dents’ creativity and curiosity, just

as instructors strive to be creative

in delivering a program that reflects

the students’ background, societal

needs and advances in educational

technology.

“We strive to set an example of

being curious and creative in deliv-

ering the program and encourag-

ing interaction with industry and

partners outside of the university,”

he says.

WHILE UNIVERSITY AND

COLLEGE COURSES PROVIDE

SCIENCE, TECHNOLOGY,

ENGINEERING AND MATH

(STEM) STUDENTS WITH THE

KNOWLEDGEAND SKILLS

THEY NEEDTO SECURE JOBS

WHEN THEY GRADUATE, it’s

mentorship that often enriches their

learning experience and sets them

on a path to success.

Bonnie Schmidt, president of Let’s

Talk Science, a national charitable

organization and presenting partner

of Canada 2067, a 50-year program

to promote learning in STEM, says

her entire career is the result of

strong mentorship from both men

and women.

“I formally launched Let’s Talk Sci-

ence in 1993 upon completion of my

PhD studies and then learned about

management, fundraising, strategy,

government relations,the impor-

tance of the charitable sector and

more from mentors,”she says.

“Several early mentors were a

generation older than me; theywere

leaders in their fields andsaw even

more potential in my work than I did.

Remember, STEM wasn’t actually‘a

thing’ at the time.”

Dr. Schmidt describes her mentors

as people whowere “humble and

wise” and who had very high expec-

tations of her.

“They willingly gave their time,

but it became clear early on thatI

needed to come to our discussions

well prepared. Theyrarely told me

what to do, but instead helped me

frame my challengesin ways that

allowed me to come up with solu-

tions. They always supported me

• even if they didn’t agree with my
  decision,” she says.
  And what Dr. Schmidt gained
  from her mentors she now passes
  on to mentees who turn to her for
  guidance.
  “Many people have reached out
  to discuss how to align their STEM
  training with careers outside research

and how to kick off or grow their

business ventures,” she says. “I

love seeing the passion and drive

of these emerging entrepreneurs.

In one situation,I was so impressed

during our firstconversation that I

challenged theyoung woman to

write a short proposal about how

she could help Let’s Talk Science. She

subsequently completed her project

with us, thereby launchingher own

company.”

While STEM-based jobs have his-

torically been filled mainly by men,

an increasing number of women are

choosing careers in fields such as

engineeringand science, and that

needs to continue, says Dr. Schmidt.

“It’s criticalfor industry, non-prof-

its, government and education sec-

tors to showcase inspiringwomen

in a variety of roles,” shesays. “Con-

necting youth with meaningful role

models shows them that rewarding

jobs are attainable in all fields,regard-

less of gender.”

Doug Dokis, directorofthe

Indigenous Youth in STEM (InSTEM)

program at Actua, a national charity

preparingyouth age six to 26 to be

innovators and leadersby engag-

ing them in exciting and accessible

STEM experiences that build critical

employabilityskills and confidence,

believes mentorship should not be

seen as a program with a start and

a finish, but rather as an ongoing

organic process.

“That means cultivating new men-

tors right from the time they start

being mentored, the idea being that

they eventually will become mentors

themselves, moving from menteeto

mentor and then to employment,”

he says.

Actua works with Indigenous

youth within its land-basedprogram-

ming to develop mentorship and

leadership capacity. Participants are

mentored by Indigenous university

students who are, in turn, mentored

by Actua mentors.

Mr. Dokis believes commitment

and dedication are the main qualities

of a good mentor, which is why he

says one-off mentoring programs

don’t alwayswork.

“It has to be an ongoing trusting

relationship where theyouth see

themselves being in the placeofthat

mentor, that they actuallyfeel and

see that they too can achieve those

goals. Particularly with indigenous

youth, they need to see the path-

ways that are potentiallypossible for

them,” he adds.

While there’s a general percep-

tion that mentors are either teachers

or co-workers, Mr. Dokis and Dr.

Schmidt both agree that family plays

an equally important role.

“Family is criticalfor building con-

fidence, resiliency and self-esteem,”

says Dr. Schmidt. “The early years

are especially important for fostering

these key characteristics. Modelling

curiosity, a joy for learning, especially

during times of perceived failure, and

persistence in solving problems, will

do more to support youth than any-

thing money can buy. Mentorscome

in and out of our lives while families

can offer lifelong support.”

Mr. Dokis says family plays a

“huge role” in supporting the work

of a mentor by recognizing the

opportunitiesfor success, engaging

AcareereventinEdmontonrecentlyhosted80Indigenoushighschoolstudentsforafulldayofhands-onactivities

designedtoigniteaninterestincareersinscience,technology,engineeringandmath(STEM).SUPPLIED

Prof.BrianFrank,associatedeanofteachingandlearninginthe

FacultyofEngineeringandAppliedScienceatQueen’sUniversity,

encouragesstudentstobecreativeandcurious.SUPPLIED

Ithastobean

ongoing trusting

relationship where

the youth see

themselves being

in the place of that

mentor, that they

actually feel and see

that they too can

achieve those goals.

DougDokis

director of the Indigenous Youth

in STEM (InSTEM) program at

Actua

That interaction shows a broader

recognition of the importance of

creativity and of working within

diverse groups.

“There is increasing recognition in

the engineering education commu-

nity that appreciates that engineer-

ing has significant elements that go

beyond science and mathematics.”

The result of this recognition is

that students are placed in situations

that emulate professional practice,

which presents them with real-world

challenges and opportunities.

“Students have to understand

processes for learning about the

problem, gathering information and

identifying possible solutions. They

need to work well in teams and with

clients, all while [effectively] manag-

ing their project,” says Prof. Frank.

Curiosity can be encouraged in

students by their getting involved

in activities outside the curriculum

including in student design teams

participating in international compe-

titions or taking on a range of sum-

mer jobs and internship opportuni-

ties that enable them to experience

different disciplines and applications

of engineering.

“We’re encouraging students to

look at the world around them and

to try to use their skills for things

that are meaningful, and that can

have an impact on the world. Doing

that stimulates a sense of curiosity,”

says Prof. Frank.

WHAT’SINSIDE:

SUCCESS:App solutions.SE

DIVERSITY:New initiative.SE

PROTOTYPE:Design Thinking.SE

AtQueen’sUniversity’sFacultyofEngineeringandAppliedScience,

theworld’sproblemsareouradrenalin,provokingourrelentlesscuriosity

toexplore,decode,andreframe.Weasknotonlyhowtobuildbetter

structures,buthowtospeedtheflowofinformation,protectthenatural

environment,propelmedicalprogress,andeliminatethegapbetween

whatisandwhatcanbe.Comejoinourdiverse,inquisitiveminds,

andturnwonderintoreality.

Seewherecuriosityleadsyouat

engineering.queensu.ca/curiositycreates

CURIOSITY

CREATES

ABETTER

WORLD