Career Connections Activities

STEM Career Connections Resources

Supporting your implementation of the STEMCC model

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The career connections activities were designed and tested during the STEMCC project to provide youth with activities focusing on STEM skills, career exploration, and deepening youth understanding of STEM. Some career connections activities were developed with support from the local school district’s career and college readiness department to help align these activities with district career readiness goals. Career connections and youth-mentor experiences were integrated into the technology curriculum lessons (see implementation guidanceÌýand STEM mentoring).

Below, you will find the teacher guides, student handouts (in English and Spanish), and support materials for each career activity.ÌýWe encourage you to adapt these materials to fit your STEM program.

Design Thinking

Youth are introduced to the design thinking process as they work with peers to design solutions to a problem using sensor technologies.Ìý

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Design thinking

Sensors in our world

A slide deck to guide discussion as youth explore where they have seen sensor technology, how this technology influences our lives, and are introduced to the people who make these technologies possible.

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Sensors in our world

The STEM Career Wall

Youth investigate different careers in their community and place careers along a spectrum based on STEM skills utilized in each career.

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The STEM career world

STEM Career Card Sort

Youth use a card sorting activity to construct a shared understanding of how STEM careers are unique from non STEM careers. Next, they discover STEM careers found in their local community.

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STEM career card sort

Self Knowledge and STEM

Youth use tools to identify careers that match their interests, skills, and abilities. They identify STEM skills related to their career of interest.

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Self awareness

The project is a collaboration between University Corporation for Atmospheric Research, Â鶹ӰԺ, and Utah State University.

This material is based on work supported by the National Science Foundation (NSF) under award # DRL-ÌýÌý|UCAR: | Ìý|CU: | Ìý|USU: |. Any opinions, findings, or conclusions expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.