As you watch the skill video below, think about these questions:

How does the engineer use inquiry to help youth work through their robot design? 

What is the engineer doing here that helps build youth identity as someone who can do engineering? 

In what ways does the engineer act as a positive role model and help youth see themselves as someone who could do engineering for a career? 



Watch the skill video


Real World Application - Developing a Science & Engineering Identity

This is a video of a real afterschool program. These videos serve as discussion starters around a particular skill and are not examples of perfect practice.

Now that you've watched the video, reflect on what you saw and post your responses.

Having a guest presenter or content expert is an excellent way to provide positive STEM role models for youth.  If you could provide 3 strategies to enable a positive experience between your guest and youth, what would they be?  (For example, model how they might use purposeful questions when working with youth) 
Jeremy Griffus's picture
Three strategies I would use to enable a positive experience between guests and youth would be:
- Relate the task at hand with a real life situations then ask students to do the same.
- Allow students to troubleshoot and use critical thinking skills on their own.
- Ask students questions that help lead them in the right direction.
What are strategies you use in your program to introduce youth to a diverse group of STEM role models?  

Jeremy Griffus's picture
In my program I try to develope a variety of activities from a variety of different target subjects.  Some examples might be simple machines, flight, basic chemistry, aeronotics, etc.  Once I introduce this activity and the students are engaged, we can relate what it is that their doing with where or how this is seen in real life.  For example, who uses this technology?  How is this helpful to doctors, nurses, military, etc.?