Staff Development Guide

Training Situation: Coaching (one-on-one)

Length: 15 minutes

Objective: Participants will watch the Emerging STEM Identities video-based learning module to learn why STEM identities matter.


  • See the skill in action – 10 minutes
  • Setting goals – 5 minutes



Video-Based Learning Module

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

  • What are Mariah and the students doing and saying that is real-world, relevant learning that would help them view themselves as a STEM contributor?
  • Why would a model like this be important when developing a STEM identity? What are the different parts of this type of model?
  • When Mariah is talking about her role in the program, what about that is key to her future in STEM?

Now that you’ve watched the video, reflect on what you saw.

  • What can you take away from this video about developing a STEM identity in your youth at your program?
  • What was Mariah’s attitude about science? How did her attitude influence those around her?
  • For you, what is the most challenging part about giving youth control in STEM learning?

Explore More Like This

Connecting to Prior Knowledge with an Idea Walk

An idea walk in order to add more opportunities for youth to connect their prior knowledge to STEM activities.

Organization that Supports Group Management

Management is about supporting learning; control is about making sure youth are doing what you want. Learn how to manage, not control, the experience.

Like a Real Engineer

Engage youth in a real engineering activity around circuit design and learn how to discuss what problem solving skills students are modeling.