Toronto.......

The Imperial Oil Centre's April seminar will be conducted on:

Date:  Wednesday April 21, 2004
Time:  2:00 p.m.-3:30 p.m.
Location:  Rm 11-244
Speaker:  Leroy Clarke

Title:  An Investigation of mentoring-enriched pedagogy as a strategy
toward greater achievement in science amongst vulnerable students.

Abstract:  A number of published and anecdotal reports reveal that
vulnerable groups such as Afro-Canadian students in general, are not doing
well with respect to a number of educational outcomes when compared to
other ethnoracial groups. At the secondary level for example, Blacks are
grossly under-represented in university-bound math, science and technology
courses. This phenomenon naturally leads to very low participation of
Blacks in math, science and high-level technology professions.

There is a growing body of literature suggesting a positive relationship
between students’ early exposure and their opportunity to explore
professions and acquisition of those professions later on in life. The
purpose of this seminar is to showcase a mentorship model developed at
University of Toronto Faculty of Medicine in collaboration with
surrounding district school boards and other community partners in order
to address the problem of under-representation in health sciences careers.
Launched in 1994 with seven students, the University of Toronto Summer
Mentorship Program (UTSMP) has to date, enrolled over 200 participants.
Eight mentees were accepted into various medical schools and greater than
30% of the participants have matriculated to related graduate programs and
other professional schools as a direct result of the UTSMP. Further,
better than 50 percent of the eligible participants are currently enrolled
in undergraduate programs.

A preliminary review of unstructured interview data collected from the
first cohort of 15 participants who have completed their first degree,
revealed significant life-changing impact of the program both academically
and socially. This research is discussed within the context of alternative
pedagogical strategies for reaching vulnerable students at the secondary
school science level.

Leroy is a doctoral candidate in science education in the Department of
Curriculum Teaching and Learning at the Ontario Institute for Studies in
Education of the University of Toronto. He also teaches computer science
and computer engineering in the Durham Catholic District School Board in
Ontario, Canada. Leroy’s research interest involves investigating
mentoring models in science and technology education and the pedagogic
utilization of these models in bridging learning gaps between secondary
and post-secondary institutions and ultimately leading to profession
acquisition.

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