Graduates trained in STEM will be a crucial part of a technology-driven workforce.
There's no question that Canada and the rest of the world will require an increasing number of specialists in the coming years to develop and manage the rapid transition to a technology-driven global economy.
Graduates trained in science, technology, engineering and mathematics (STEM) will be a crucial part of that workforce, but those skills need to be complemented with the ability to apply them creatively, says Nancy Sherman, acting dean of the School of Applied Technology at Humber College in Toronto.
"Employers expect graduates to have the right technical skills, that's a given, but they tell us that what they are looking for is what used to be called soft skills," she says. "They're really not soft skills; what they are is the ability to solve problems, be a team player, a critical thinker, somebody who is responsible and shows up on time. Employers are still looking for that as a differentiator."
That's important, adds Ms. Sherman, because some students who want a career in a creative field dismiss STEM programs because they don't see the professions associated with STEM as an outlet for their creativity.
"For good or bad, I think engineers and computer programmers might have a reputation for being perhaps a little dry and serious, and do math for the sake of math," she says. "However, I think STEM programs can lead to careers that will satisfy people who are looking for creative and interesting work."
Ms. Sherman adds that STEM jobs are not only interesting and creative, but are also plentiful.
However, a challenge facing STEM educators is to ensure that students in the K-12 school system are given the necessary grounding in subjects like science and math so that they have the knowledge and confidence to pursue post-secondary STEM programs.
"We are very aware of how important the school system is, and we often partner with our middle schools to create experiences where students can come into the college and have hands-on exposure to how the STEM programs are applied," says Ms. Sherman.
Humber also pays special attention to groups that have not traditionally entered STEM-based careers, such as engineering.
"For example, we used to convene young women in grades 11 and 12 at high school and bring in women role models to speak to them," she says. "But we realized that by grades 11 and 12, most of them had already made a decision about what post-secondary programs to pursue, and it wasn't often a STEM program. So we started working with grades 9 and 10, and then realized we had to reach back even further because it's in grades 6, 7 and 8 where you get the math grounding you need to not drop math."
The goal is to demonstrate that STEM programs can be creative and can be applied in a meaningful way that helps make people's lives better.
"If we can do that, we will get the attention of people, including women, who may not have ever considered those careers as being meaningful and allowing an outlet for their creativity, says Ms. Sherman.
She points out that Humber's programs are developed to meet industry's needs and are guided by a program advisory committee that includes industry representatives.
"Our goal is to make sure that our students have a job and a career at the end of their time with us," she adds. "The college's mission is to develop broadly educated, highly skilled and adaptable citizens to be successful in careers that significantly contribute to the communities they serve."
This content was produced by Randall Anthony Communications, in partnership with The Globe and Mail's advertising department. The Globe's editorial department was not involved in its creation.