As this fall semester comes to a close on TLU’s campus, it proves that students are moving one step closer towards earning their respective degrees. With focused studying for finals or polishing up on presentations and projects, this time can often call on us to take a moment to reflect on how far we have come as students, faculty, and staff. For the month of November, we will be looking into the experiences of current university students, ones enrolled at TLU and other institutions, participating in STEM education, which encompasses four specific areas of science, technology, engineering, and mathematics. Hearing several stories from these STEM participants, we will be able to see how diversity in STEM is recognized on university campuses.

These students’ experiences in STEM are completely unique, going as far back as their early feelings towards what inspired them to pursue a focus in STEM. Throughout the interviews, the students responded to questions on how they felt that their current education has well prepared them for the challenges they might face when going into their chosen career. For some of the students I interviewed, they felt that before stepping onto a college campus, their career pursuits were not fully recognized or addressed in their educational settings. While it served as a way to explore options and be introduced to them, students described these revelations in STEM as encouraging in a way where their involvement could lead to improvements in their career fields.

For example, Trinity University undergrad, Josi Tesauro, stated her motivation for pursuing geosciences and chemistry came from her instructors in high school not being able to teach science courses well. From this obstacle, she undertook self-taught learning with the use of the Internet, discovering on her own that this was something she wished to further her knowledge in science by pursuing a higher education. I found that other students could relate to Josi’s experience too, aware that there are opportunities for students in STEM, but the foundation of support for their endeavors is lacking. Other students might not have such a negative experience from past educators, but there is truth in the idea that students do not feel supported as individuals in learning environments.

Hearing each one of these students experiences and their thoughts about what their future careers entails allows us to understand better how important representation is in STEM fields. While educational institutions are just one building block in giving students a support system, these stories will show how much work there still needs to be done for future participants and leaders in STEM. Especially in 2020 when essential workers in STEM are more needed than ever, diversity is crucial to recognize and acknowledge if we want to continue driving forward with innovation.

Make sure to check out next week’s article to hear more voices from students speak about their encounters in STEM and overcoming challenges in these fields that led them to success!