As a DNA day ambassador, visiting high school classrooms and speaking about research opportunities at the University of Kansas including ways to get involved in science programs and activities, I was particularly astounded with how one session related to my own history. Entering the classroom and anticipating 25-30 students, only about eight were present. The teacher expected my confusion as this was not the estimated number. Rather than requiring her whole class to attend the workshop, she made it voluntary. Only students with vigorous career interests in the research field were present and eager to absorb presented information. Not concerned with a free day, they were seeking a more meaningful profound objective: the pursuit of passion.
These advanced placement students answered every question correctly and were well versed in topics covered in the module. Despite their obvious intelligence on the subject matter, they participated intensely and dove so deep into the topic that the discussion soared beyond the subject matter to viral vectors and the immune system. These students were not required to contribute actively; involvement was dependent on desires to enter a chosen profession.
Growing up, I was encouraged to pursue a career in medicine due to my grades and interest in biology and the sciences. Having volunteered …show more content…
I became bothered by the idea of willingly partaking in activities because I assumed that’s what schools sought. This ultimately defeats the purpose of volunteering, shadowing, or taking part in learning experiences. I recognized that having an agenda of attending medical school, all my accomplishments lost value. I strived to be like those high school students who voluntarily attended my workshop for the sole purpose of learning and developing critical
These advanced placement students answered every question correctly and were well versed in topics covered in the module. Despite their obvious intelligence on the subject matter, they participated intensely and dove so deep into the topic that the discussion soared beyond the subject matter to viral vectors and the immune system. These students were not required to contribute actively; involvement was dependent on desires to enter a chosen profession.
Growing up, I was encouraged to pursue a career in medicine due to my grades and interest in biology and the sciences. Having volunteered …show more content…
I became bothered by the idea of willingly partaking in activities because I assumed that’s what schools sought. This ultimately defeats the purpose of volunteering, shadowing, or taking part in learning experiences. I recognized that having an agenda of attending medical school, all my accomplishments lost value. I strived to be like those high school students who voluntarily attended my workshop for the sole purpose of learning and developing critical