Faculty Mentor Name
Tierra Smithson
Abstract
During our service as College Corps members in elementary school classrooms (1st, 2nd, 4th, and 5th grades), our group consistently observed a lack of student engagement, particularly during science-related lessons and activities. The goal of our project was to increase student interest in science and introduce accessible pathways into STEM and healthcare careers. To achieve this, our group designed and delivered structured, age-appropriate presentations based on our own academic backgrounds, including biology on a pre-dental track, chemistry, and psychology. The project also emphasized building students’ confidence in their ability to pursue science-related fields. By presenting ourselves as relatable role models from similar communities, we aimed to make these career paths feel more attainable and less intimidating. The effectiveness of our project was measured in two forms of assessment: an anonymous student survey and a staff feedback survey. Overall, this project demonstrated how early, relatable exposure to STEM fields can positively influence elementary students’ attitudes toward science.
Location
DeRosa University Center, University of the Pacific
Start Date
24-4-2026 3:00 PM
End Date
24-4-2026 5:00 PM
Impact of STEM Career Presentations on Elementary Students
DeRosa University Center, University of the Pacific
During our service as College Corps members in elementary school classrooms (1st, 2nd, 4th, and 5th grades), our group consistently observed a lack of student engagement, particularly during science-related lessons and activities. The goal of our project was to increase student interest in science and introduce accessible pathways into STEM and healthcare careers. To achieve this, our group designed and delivered structured, age-appropriate presentations based on our own academic backgrounds, including biology on a pre-dental track, chemistry, and psychology. The project also emphasized building students’ confidence in their ability to pursue science-related fields. By presenting ourselves as relatable role models from similar communities, we aimed to make these career paths feel more attainable and less intimidating. The effectiveness of our project was measured in two forms of assessment: an anonymous student survey and a staff feedback survey. Overall, this project demonstrated how early, relatable exposure to STEM fields can positively influence elementary students’ attitudes toward science.
