2023 Conference – Science and the Next Generation

2023 Conference – Science and the Next GenerationLaura Bethany2024-03-06T10:22:33-05:00

Theme: Science and the Next Generation

Conference Panels:

502: Nurturing our talent advantage to drive Canadian innovation now and in the future – best practices, new interventions and next steps

559: Empowering Indigenous Youth in STEM: Best Engagement Practices

Canadian Science Policy Centre
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Richmond Hill, ON
L4B 3N9

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Panel 502

Nurturing our talent advantage to drive Canadian innovation now and in the future – best practices, new interventions and next steps

ENG CSPC2023 Panels - 24a - 502 Monday, November 13th 2:30pm - 4

Organized by: MITACS
Speakers:
Charlene Marion
Dr. Ian Wereley
Dr. Sarah Lubik
John Hepburn
Shewta Ganapati
Panel Date: November 13th, 2023

See Panel Details

Panel Abstract:
There is growing recognition that leveraging Canada’s highly educated workforce and world class learning institutions in support of innovation and productivity is smart policy, and that doing so through well-designed and targeted work-integrated learning and skills training opportunities can both help HQP realize their significant potential and drive Canadian innovation. This session will examine what makes these interventions so impactful and how they are helping HQP across Canada develop the knowledge and skills needed to succeed outside of academia, expand Canadian industry’s receptor capacity for HQP talent, and build the talent pools needed to drive inclusive and place-based innovation across the country. It will further explore how policymakers and the broader Canadian workforce development community can do more to nurture the potential of Canada’s deep pool of highly skilled HQP to drive innovation now and in the future.

Summary of Conversations:
The panel discussion focused on strategies for better preparing PhD students for careers beyond academia. Panelists argued that PhD programs need restructuring, including diversifying mentorship beyond just supervisors, building training into national initiatives, and increasing work-integrated learning opportunities. Ian advocated rethinking comprehensive exams designed for academic careers. Schweta proposed making PhD programs more competitive with fewer but better paid students. Sarah emphasized reframing innovation skills and noted limits of industry knowledge for deep science. Charlene advocated increasing graduate work placements to 80% of students. Ian and Schweta highlighted the value of peer networking and alumni mentors from diverse career fields. Schweta and Sarah discussed linking academic projects to economic needs through intersectoral collaborations. Overall, panelists agreed PhD training should be reformed to develop transferable skills, provide work experience, and expand mentorship for diverse careers.

Take Away Messages/ Current Status of the Challenges:

PhD programs need restructuring as they often take too long and are designed for academic careers rather than industry or government. Programs should be shortened and allow for more career diversity.
There is great value in linking academic research projects to real-world societal and economic needs through collaborations between academia and industry.
Fundamental research can often be translated into industry applications.
Work-integrated learning and placements should be further embedded into graduate programs, with a goal of 80% of grad students participating in work terms or internships. This allows for professional development.
Sustained government funding for internships and work placements is crucial to allow students to focus on professional development rather than finances during studies.
Training programs should be built into national initiatives and frameworks rather than rely on individual professors and labs. This leads to greater consistency.
Students need more diversity in mentors beyond just their academic supervisor, including peer and alumni mentors from various career trajectories.
Curricular innovations like applied research projects and community engagements provide valuable work experience.
Comprehensive exams are often designed for academic careers and may need rethinking to prepare students for diverse careers.

Recommendations (or Next Steps):

Restructure PhD programs to be shorter, emphasize skills training, and prepare students for diverse careers beyond academia. Programs should be competitively funded for fewer students.
Increase work-integrated learning opportunities through curricular work placements, research projects with industry partners, and community engagement initiatives. Aim for 80% of grad students participating.
Diversify mentorship models beyond just the supervisor-student relationship. Leverage alumni and intersectoral connections for networking.
Rethink comprehensive exams which were designed for academic careers. Assess skills and competencies relevant to wider career paths.
Reframe language around innovation and entrepreneurial skills to appeal to diverse students. Emphasize real-world applications of research.
Provide training for supervisors on mentoring, career development, and equipping students for non-academic paths. Keep supervisors accountable.
Secure continued funding for work placements, internships, and experiential learning to allow students to focus on professional development.
Integrate career readiness initiatives into national programs instead of leaving skill-building up to individual professors and departments.
Foster intersectoral collaborations to link academic projects to economic and societal needs. Translate fundamental research into industry applications.
Build entrepreneurial mindsets starting early in undergrad through graduate studies.

* Panel summary generated by OLGOO.com

Panel 559

Empowering Indigenous Youth in STEM: Best Engagement Practices

ENG CSPC2023 Panels - 44a - 559 Tuesday, November 14th 3:30pm -

Organized by: BIOCANRX
Speakers:
Alexandria McRorie
Danilo Caron
Mark Whitmore
Megan Mahoney
Sarah Ivanco
Panel Date: November 14th, 2023

See Panel Details

Panel Abstract:
This panel brings together representatives from national organizations engaging Indigenous youth in STEM, along with students and stakeholders. Delegates will learn from firsthand experiences and gain tangible examples of successful initiatives that foster engagement and collaboration. It will discuss barriers, share best practices, tools, resources, and proven initiatives, addressing topics like Indigenous representation, barriers faced by youth, inclusive learning environments, and culturally relevant curricula. Through collaborative efforts, pre-existing resources, and sustained support, this panel aims to inspire a coordinated approach to increase Indigenous representation in STEM, fostering an inclusive and innovative workforce. Delegates will actively participate in dialogue through an interactive format.

Summary of Conversations:
The panel discusses initiatives and programs to support indigenous students in STEM fields. Speakers highlight the importance of building long-term relationships and trust with indigenous communities. Programs like Biocanorex’s internships, the Kirkness Foundation’s science camps, and Connected North’s virtual outreach aim to provide mentorship, role models, and a sense of community for indigenous youth in STEM. Challenges like lack of financial support and low university enrollment are acknowledged. Panelists emphasize the need for cultural safety, empowering indigenous voices, humility, and persisting despite obstacles. They also highlighted the importance of matching students with suitable mentors, bringing indigenous scientists into classrooms virtually, and providing ongoing engagement opportunities. The panel expresses interest in expanding successful programs while continuing efforts to build relationships and listen to indigenous communities.

Take Away Messages/ Current Status of the Challenges:

Scholarship and camp programs help provide access, community, and role models for indigenous youth interested in STEM fields. Expanding these initiatives could increase participation.
Mentorship initiatives that connect indigenous youth with undergraduate and graduate students are impactful. These programs should be expanded and sustained long-term.
Admissions policies that require specific high school courses can disadvantage promising indigenous students. Universities are working to address this barrier.
Financial assistance is crucial for enabling indigenous students to pursue STEM education. More support is needed, with input from communities on allocation.
Building strong, trusting relationships with indigenous communities takes time and active listening. Organizations must persist despite mistakes.
Increasing indigenous representation in STEM will require empowering community voices and humility.
Virtual outreach can help bring STEM learning opportunities to remote communities.
Measuring success should go beyond enrollment numbers to include community impact and empowerment.

Recommendations (or Next Steps):

Continue and expand successful programs like the Kirkness Foundation science camps, Biocanorex internships, Connected North virtual outreach, and university-based camps and events for indigenous youth. These provide valuable hands-on experiences, role models, and community.
Build strong, long-term relationships and trust with indigenous communities through consistent, active listening and communication. Avoid one-off initiatives in favor of sustained partnerships.
Create more mentorship and guidance programs to support indigenous students at all levels, pairing them with role models. This provides needed encouragement and advice.
Increase indigenous representation and voice at all levels as students, instructors, mentors, program designers, and decision makers. Empower communities.
Address financial barriers through scholarships and free university programs. Make support accessible and consistent.
Use tools like Inspire and social media to widely share opportunities with indigenous youth. Meet them where they are.
Promote cultural safety and humility. Make space for indigenous voices and recognize past harms. Be open to feedback.
Start early and sustain efforts. Begin engaging students as early as elementary school and maintain support through post-secondary studies.
Partner with indigenous communities, listen to their needs, and co-create programs. Avoid top-down approaches.
Evaluate current initiatives and continue improving. Survey students, adapt as needed, and keep trying when challenges arise.

* Panel summary generated by OLGOO.com

2023 Conference – Science and the Next Generation

Theme: Science and the Next Generation

Conference Panels:

Panel 502

Nurturing our talent advantage to drive Canadian innovation now and in the future – best practices, new interventions and next steps

Organized by: MITACS Speakers: Charlene Marion Dr. Ian Wereley Dr. Sarah Lubik John Hepburn Shewta Ganapati Panel Date: November 13th, 2023

Panel 559

Empowering Indigenous Youth in STEM: Best Engagement Practices

Organized by: BIOCANRX Speakers: Alexandria McRorie Danilo Caron Mark Whitmore Megan Mahoney Sarah Ivanco Panel Date: November 14th, 2023

Organized by: MITACS
Speakers:
Charlene Marion
Dr. Ian Wereley
Dr. Sarah Lubik
John Hepburn
Shewta Ganapati
Panel Date: November 13th, 2023

Organized by: BIOCANRX
Speakers:
Alexandria McRorie
Danilo Caron
Mark Whitmore
Megan Mahoney
Sarah Ivanco
Panel Date: November 14th, 2023