Abstract
This article describes an approach to designing a scalable career development curriculum for elementary school students using minimal-cost and readily available resources. Content experts, veterinary medical students, university staff, teachers, community partners, evaluation experts, and a children's book illustrator developed a library of low-cost, culturally responsive, fun, and educationally engaging lessons to expose elementary school-aged students to scientific knowledge and careers in veterinary medicine. The home team piloted and evaluated the approach at a local community center. Teams in eight other states were provided materials to pilot and assess the program. Seven of those teams successfully piloted the program and provided evidence of child engagement. Although models, props, and other costly supplies enhance delivery of Science Technology Engineering and Math lessons, our experience with the delivery of this curriculum was proof of concept that a low-cost curricular model is one strategy to facilitate scaling and sustainability of an engaging veterinary science curriculum.
Highlights
IntroductionGroup analyzed the demographic composition and size of the clinician-scientist workforce and recommended that the National Institutes of Health (NIH) intensify its efforts to increase diversity (Ginsburg et al, 2014)
In 2013, the National Institutes of Health (NIH) Physician-Scientist Workforce WorkingGroup analyzed the demographic composition and size of the clinician-scientist workforce and recommended that the NIH intensify its efforts to increase diversity (Ginsburg et al, 2014)
History and national trends suggest that these efforts alone will not result in rapid or significant change in the racial or ethnic diversity of Science Technology Engineering and Math (STEM) professionals, because such disparities are already evident in high school students, and become accentuated in the undergraduate population (Garrison, 2013; National Science Foundation, 2013)
Summary
Group analyzed the demographic composition and size of the clinician-scientist workforce and recommended that the NIH intensify its efforts to increase diversity (Ginsburg et al, 2014). Current efforts to broaden participation in Science Technology Engineering and Math (STEM) fields typically target high school- and college-age students. History and national trends suggest that these efforts alone will not result in rapid or significant change in the racial or ethnic diversity of STEM professionals, because such disparities are already evident in high school students, and become accentuated in the undergraduate population (Garrison, 2013; National Science Foundation, 2013). Research supports a focus on elementary school students as this developmental time is a critical opportunity to increase exposure to STEM careers. Trice (1991) reported that 41% of career aspirations that adults made before 12 years of age matched their current occupations. Even if children are not selecting a specific career at this young age, they may narrow their focus to careers that seem more familiar and welcoming, and avoid careers for which they lack exposure
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