Exploring Careers in Science and Technology

Exploring Careers in Science & Technology.pdf (345k)

Introduction for Educators

Career planning has never been easy. Adolescents struggle to see beyond their role as students. There are many paths, and an often overwhelming number of choices and possibilities. That’s why it is so essential to equip tomorrow’s leaders with the practical skills they need to make strong decisions today. Canadian school systems continue to recognize the need for strong career-related guidance. Jurisdictional curricula across Canada mandates career study--be it in dedicated full-year programs, or integrated into the body of each course.

“Scientific and technological innovations enable modern economies to improve competitiveness and productivity, giving us the means to achieve an even higher standard of living and better quality of life.”

– Industry Canada, 2007.

Science and technology should be central to students’ career exploration. Canada has long been an innovator in the field of research and development. This work pervades almost all facets of Canadians lives everyday. Canada is working to build upon its legacy of innovation--this requires a highly-skilled, diverse labour force.

This resource package is designed to help educators as they seek to broaden their students’ horizons--ensuring that they are aware of the rich possibilities that may await them in the field of science and technology, or helping them to understand how scientific and technological literacy will be an asset to them in any number of future occupations.

Why Science and Technology?

Science and technology play a key role in our everyday lives. Everything from cooking to updating social media requires a knowledge of science and technology--something that many students may fail to realize.

Scientific and technological literacy factor into many career choices. As Canada moves forward as one of the world’s leading innovators, there will be opportunities for Canadians to work in the fields of science and technology. It is important that students consider these possibilities at an early stage, so that they can chart their educational course in appropriate directions.

This resource package takes a holistic approach to career planning--encouraging student to explore the role science and technology, be it central or secondary, in their education and career planning.

Celebrate National Science and Technology Week

Schools and institutions across Canada celebrate National Science and Technology Week (NSTW) the second-last week in October every year. Special programs, events, and grassroots celebrations occur across Canada, and we encourage you to take part. 

Please consider incorporating science and technology career awareness into your lesson plans, and celebrate NSTW with your students.

Curricula & Classroom Applications

This resource package enables you and your students consider possible links to science and technology in students’ career planning. Our suggested classroom discussions, class projects, and independent study assignments are modular--they can completed be as a series, or independently from the whole package.

While the Exploration Guide’s sections are thematic, they also encourage cross-thematic learning. There are activities within each section to suit the needs of students at a range of grade levels.

Activity Ideas

Exploring the prevalence of Science and Technology

• Science and Technology in your Life:  Ask students to brainstorm the many ways that science and technology factor in to their everyday lives. From cooking to using social media, students may be surprised by just how much science and technology they use every day. Have students consider how their lives would be different without technology.  

Assessing your Aptitudes

• Pathfinding: Have students participate in aptitude testing to help them identify potential strengths that might be pursued as a career. Myers Briggs testing, for instance, might help students to see how their personality type might impact their career choices. Programs like Choices will help students to identify possible careers based on their interest in various fields and topics. Aptitude testing is not always accurate, and student’s abilities should not necessarily drive their career exploration. Still, it will provide a vehicle for self-reflection and discussion.
• Growing though Self-reflection: Have students to look at their past report cards, and write a 3-5 page journal entry addressing the following questions:
• Do they consistently achieve higher marks in certain subject areas?
• Can they notice any patterns regarding the subjects in which they excel?
• Do they perform best in subject areas where they have a keen interest?
• Have students pick their best two subjects. What skills do they have that make them excel in these areas?
• Have students pick a subject area where they perform more weakly. What skills would they need to improve to better master this subject?

General Tendencies:

• Students achieve higher marks in courses that are similar in content or format (i.e. Math and Science, English and History)
• Students note how knowledge and skills from one course carry over into other areas (i.e. strong numeracy skills like result in high science scores, particularly at higher levels).
• Students tend to be most interested in the subjects that they excel at (i.e. a student who loves video games may have an aptitude for information technology)

Self-reflection Follow-up: Have students select two of their stronger subjects (or two subjects that interest them most), and a weaker subject. Ask students to research and list five possible careers that require a firm knowledge of their strong subjects, and explain this link. Then, for each career, have students identify ways in which knowledge and skills based on their weaker subject might be required or a strong asset. Have students present this information in the form of a grid. E.g.:

• Overcoming Challenges: In small group discussions, have students consider what they find most challenging about their least-preferred subject. Have they experienced negative reinforcement in the past? Was there a time in the past when they enjoyed the subject? Is there an aspect of the subject that they find interesting, despite their challenges? Through group discussion, have each individual devise a fun, engaging plan to “reconnect” with their challenging subject. You may choose to follow-up with students later in the year.
• Journal Entry: Have students imagine that they are guidance counsellors, and suggest advice for a student who “hates” science.

Career Inspiration

• Exploring Scientific and Technological Careers: Have your students visit the Canada’s National Science and Technology Week website at science.gc.ca/nstw. Have students select “Science at Work” from the left-hand menu, and the select “Career Profiles.” Here, students can access a variety of links to webpages profiling careers related to science and technology, and highlighting specific Canadians working in the fields of science and technology.
• Using this webpage as a starting point, have your student select an actual career in science and technology to explore further. Have them list what courses one would have to take at the secondary level to be prepared for required post-secondary program.
• Centres for Innovation: Have your students visit the Canada’s National Science and Technology Week website at science.gc.ca/nstw. Have students select “Science at Work” from the left-hand menu, and the select “Research Centres.”  Ask students to browse though the recommended links and discover the types of Canadian institutions where science and technology innovations are occurring. Which of the listed institutions interests them most? Why?
• Finding the Right Fit: Have your students explore Human Resources and Skills Development Canada’s career finding website at www.workingincanada.ca. On this website, students can browse a variety of occupation categories. Select a career, and explore the website to answer the following questions:
• How is the current employment outlook for this occupation area?
• Select a specific occupation in the grouping – what do they do?  Why would this interest you?
• What education is required for the specific occupation you selected?  Would you be on track to pursue this possible career (i.e. do you have the required prerequisite courses for the secondary and post-secondary courses needed to pursue this career)?
• You may wish to have your students complete this activity various times throughout the school year, keeping track of the information gathered in a career portfolio.
• Who’s Hiring?: Have your students visit the Canada’s National Science and Technology Week website at science.gc.ca/nstw. Have students select “Science at Work” from the left-hand menu, and the select “Job Search.”  Ask students to browse though the recommended links and find a current career opportunity that might interest them in the future.
• Have students write a point-form list of the different skills and qualifications that they would need if they were to apply for this position. Have them list any extra­curricular experiences that might benefit them in securing this position (i.e. volunteering with at-risk youth, improving public speaking skills, learning a second language).
• Have students imagine that they meet the qualifications for this position, and that they have the extracurricular experiences that they listed. Ask each student to write a cover letter as if they were applying for the position.
• Career Fair: Have your students organize a career fair for the class. Have students brainstorm the types of careers they would like to learn more about, and consider community contacts that they could invite to speak to the class. Ensure that invited speakers represent a variety of fields at a variety of levels, and can speak to the realities of today’s job market. Have the class prepare a series of questions, and provide this to each speaker in advance of their discussion. Also encourage students to pose questions following each presentation.

Taking Stock

More than a Pay Check: part time and summer employment, as well as volunteerism, are important aspects of a student’s career path – this should not be overlooked. Many people discover their true passion through summer employment experiences. Also, summer work allows students to network, finding references and mentors that can be invaluable in the career finding process. It is also important for students to consider career-related student employment as a means of building their resumés. 

• Ask students the following question: They are hiring an entry-level research assistant to work for their pharmaceutical company. Who would they hire: 1) a research assistant who has on-the-job experience taking water samples for an NGO, and volunteering with a local library, 2) an equally high-achieving student whose resumé consists of retail or house-painting experience?
• Have students select a career of interest, based on their previous research, and brainstorm all of the employment opportunities that exist in their community that would be an asset to their employability. 
• Have students expand their search online, identifying student employment programs that they could take advantage of.
• Finally, have students identify tangible volunteer experience that might give them the competitive edge in their future career search.
• Have students create a magazine-style quiz, asking the question “What type of employee are you?”  Possible answers should be entertaining, but also display understanding of positive workplace attitudes and employers needs.

Further Resources and Websites

Henderson, Doley, et. al., eds. Ontario Prospects 2010: Ontario’s Guide to Career Planning. Toronto: Ontario Ministry of Education, 2010. ISBN:  1203 6579. Available Online: www.ontario.ca/ontarioprospects.

Misner, Judi and Susan Kearns. Expanding Your Horizon: A Career Guide. Toronto: McGraw-Hill Ryerson, 1993.

Look Ahead Get Ahead: Growing Career Opportunities for Technicians and Technologists. (CD ROM), Ottawa: Canadian Technologies and Human Resources Board, 1999.

National Technology Week is pleased to provide teachers, counsellors and schools boards with the "Look Ahead-Get Ahead" Career Resource CD. This bilingual tool helps to explain the many career choices available in Applied Science & Engineering Technology. It is available free of charge (while supplies last, limit of two per school).

To order, call 1-800-891-1140 x222 or email: msosa@cctt.ca

Notice Regarding Internet Sites

The Internet links below are provided as a convenience only. We have taken care to suggest web sites that are appropriate for education, but we cannot guarantee the content of any sites that are not under the control of the Canada Science and Technology Museum Corporation. Such web sites may provide content or express opinions that do not necessarily represent the views of the Canada Science and Technology Museum Corporation. Should you choose to visit such websites, please do so solely at your own discretion.

Given the dynamic nature of the internet, web addresses can change without warning.

National Science and Technology Week

www.science.gc.ca/nstw *Note the “Science at Work” and “Educational Resources” pages.

Canada Science and Technology Museum Canadian Science and Engineering Hall of Fame

http://www.sciencetech.technomuses.ca/english/about/hallfame/u_main_e.cfm

Human Resources and Skills Development Canada – Working in Canada

www.workingincanada.gc.ca

Exploring Careers in Science and Technology was developed by a team of experienced educators at the Canada Science and Technology Museum Corporation.

Project Management:

Sandra Corbeil Canada Science and Technology Museum Corporation

Writing and Development:

Erin Poulton Canada Science and Technology Museum

Contributors/Reviewers:

Marie-Sophie Desaulniers Canada Agriculture Museum
Isabelle Kingsley Canada Science and Technology Museum
Michel Labrecque Canada Science and Technology Museum
Kimberly Reynolds Canada Aviation and Space Museum

CSTMC Teacher Advisory Group 2010

© 2010 Canada Science and Technology Museum Corporation
This publication may be reproduced for non-commercial educational uses.