Map Out Your Future
The other night I was helping my 9th grade daughter with her essay on Cavafy's poem, "The Road to Ithaca". Many of you might remember the opening line, "When you set out on your journey to Ithaca, hope your road is a long one, full of adventure, full of discovery". I couldn't help think how relevant Cavafy's advice is to students interested in pursuing science careers: focus on the journey rather than the destination.
Some of us know what we want to be from a young age. Others have an interest in many subjects and switch majors multiple times in college before they settle into a career. And then there are those who develop new passions or encounter new opportunities and end up switching careers later in life.
How many times are teachers asked by their students struggling over a new math concept, or chemical reaction, "what am I ever going to need this for"? Ah-ha! This is the perfect time for a discussion of the myriad of science careers available, from astrobiology to zoology and every multidisciplinary combination in between.
A broad foundation in math, chemistry, biology and physics makes any science career possible. Most students don't know what they're going to need to know for their career until they have reached their "destination". Hence, the importance of the "journey", of taking the time to learn everything you can along the way.
A few weeks ago, I attended the National Science Teacher's Association (NSTA) meeting in Detroit and gave a workshop on how to introduce science careers into the classroom. One activity I suggest teacher's use is called, "Map Out Your Future". Students are given a handout with 5 columns labeled, "When I Was Younger", "Middle School", "High School", "College & Graduate School", and "My Career". Middle school students for example fill the first column with what their interests, hobbies and career goals were as a young child, then what they are now and then project what their path will be on to a career.
It's enlightening for science teachers to do this activity themselves by thinking back to what they thought their career path would be when they were 12 or 13. It's important to have goals that motivate us at all stages of our lives. As this activity illustrates, often times we don't end up exactly where we thought we would.
If we encourage our students interested in science not to limit themselves, to acquire a broad math and science background, they will ultimately find a career in science, when the time comes.