G3 STEM Guide Counselors' and Teachers' Guide

10 Ways to Put the G3 STEM Guide to Work for Your Students
Including specific tips for promoting nontraditional careers

Use the guide to help your students:

1. Develop a basic understanding of the skills, knowledge, and experience required for careers in science, technology, engineering, and mathematics (STEM)
2. Explore a wide variety of STEM careers and learn what those jobs pay and what education and training is needed for each position
3. Plan a rigorous and relevant high school schedule that prepares them for college or a career
4. Take advantage of the Career and Technical Education (CTE) resources available at your school and in your district
5. Understand that getting good grades and developing a strong work ethic really matter
6. Envision themselves as STEM students
7. Navigate the college application and financial aid process
8. Talk to their parents about STEM opportunities and the benefits of training for a STEM career
9. Get a realistic view of what they'll need to earn and spend in order to live on their own
10. Explore additional STEM career and education resources.

Nontraditional Careers

The G3 STEM Guide is a valuable tool for helping promote nontraditional careers. As you talk with girls and underrepresented minority students about opportunities available in STEM, use the guide to:

• Introduce them to nontraditional STEM students (pages 13, 27, 31, and 45)
• Offer helpful tips for planning a high school schedule that prepares them for a rigorous STEM college curriculum (pages 24–25)
• Introduce them to the six job and school success tips (page 25) that will give them an edge over their competition for college admission
• Reveal creative ways to pay for college, including earning credit while in high school (page 34) and earning education through the military (page 35)
• Help them explore summer STEM learning opportunities, some of which are designed specifically for young women and underrepresented minority students (pages 38–41)
• Show students what to look for when choosing a STEM college and how to get the most out of a college visit (page 36).
  

Discussion Questions and Related Pages

Here are some questions to talk about with students, along with pages on which the questions are addressed in the G3 STEM Guide.

What is STEM, and could it be the right career field for me?

• Inside front cover and page 1, The World of STEM: This page introduces the idea that STEM (science, technology, engineering, and mathematics) is everywhere in a student's world. Use the prompt at the end of page 1 to encourage students to think of other examples of "STEM in action" at school, at home, in the community, and around the world. Where applicable, make the connection between what they are learning in their classes (particularly in CTE, math, and science courses) and real-world STEM applications and careers. Help students appreciate the value of STEM skills by asking them to imagine a world without STEM innovators. If people didn’t build leading-edge STEM skills, how would that affect communications (no smart phones, no Facebook), transportation, health care, and entertainment?
  
• Pages 4–5, Do You Have What It Takes? Initiate a one-on-one conversation with a student or a classroom discussion about college and career by working through this quick quiz. The questions are purposefully broad to reflect the wide-ranging possibilities available in STEM, and to encourage all students to start thinking about their strengths, talents, and goals. Even students who are not interested in a STEM field can benefit from taking the quiz. Each question helps students better understand what they like and don’t like, and how their interests could connect to a future career.

What do people in STEM careers do, how much money do they earn, and what education and training is required for specific STEM jobs?

• Pages 14–23, 25 STEM Careers: This information-packed section includes education, salary, and job outlook information for 25 STEM careers. The featured careers span the different education levels required to enter a STEM profession, emphasizing that opportunities are available to students with varied academic backgrounds and goals. Begin the discussion by reviewing the opening chart featuring the job title, SOC (Standard Occupational Code), necessary level of education, wages, and opportunities for finding employment. The user guide at the bottom of the chart explains how to read the chart. Encourage students to find jobs on the chart that interest them, and then flip through the section to read a detailed description of that career. Show students how to use the SOC number listed with each job to learn more about the career and search for additional careers on the Occupational Outlook Handbook website (www.bls.gov/oco) and on O*Net Online (online.onetcenter.org).

What courses and electives should I take to prepare for a successful future in STEM?

• Pages 24–26 and 30, STEM Education: Use the sample STEM schedule on the bottom of pages 24–25 and the Documenting Your Education section on page 30 to initiate a discussion about choosing high school courses and creating a four-year plan. Adapt the information to fit your school's schedule and your district's individual education plan format. Since the sample schedule includes CTE courses, use this opportunity to introduce students to the CTE opportunities available in your school and district. If students express an interest in exploring career options beyond STEM, review the All About Career Clusters section on page 26 to encourage them to research other programs of study that might better match their interests, strengths, and goals.
  
• Pages 28–29, Special STEM Programs, and pages 38–41, STEM for Fun: Start by reviewing the career and technical student organizations section, STEM CTSOs, on page 28 with students to highlight the benefits of participating in these career-related groups. Encourage students to visit the listed CTSO websites to conduct additional research and to consider joining a CTSO at your school. Discuss the other special STEM programs featured on pages 28–29 to get students thinking about ways to supplement their classroom education with hands-on learning. Although not all of these programs may be available in your school or district, there may be other local options that can enhance your students’ STEM education, as well as in-state and out-of-state summer opportunities for which they can apply on their own.

Do grades really matter?

• Pages 24–25, STEM Education: Use the education and salary information in this section to show students how learning more equals earning more, and to talk about the many ways their high school GPA determines what opportunities will be available to them after graduation. Encourage them to approach school as if it were a job and to follow the six job and school success tips on page 25.

Can girls succeed in STEM?

• Page 12, STEM for Everyone, and pages 13, 31, and 45, Meet a STEM Student: Initiate a discussion about women in STEM careers with the STEM for Everyone section on page 12. Discuss some of the inventions and innovations developed by women engineers and scientists, and ask students to talk about why they believe girls aren’t traditionally thought of as STEM students. Make a list of the reasons women may be underrepresented in STEM fields, and then use the female STEM student profiles on pages 13, 31, and 45 to debunk the myths documented in the list. Read and discuss each profile with the students to reinforce the reality that any student—male or female—who is interested in STEM and who works hard can succeed.

Are there opportunities in STEM for African American, American Indian, and Latino students?

• Page 12, STEM for Everyone; pages 13 and 27, Meet a STEM Student; and page 41, Pre-Freshman Engineering Program: Visit the NACME Backs Me website (mentioned on page 12) with students to promote awareness of the wealth of NACME STEM education and scholarship opportunities available to underrepresented minorities. Then, review and discuss the profile of Monica Yellowhair, the American Indian NACME scholar featured on page 13. Not only is Yellowhair a Ph.D. candidate in pharmacology and toxicology, she chose her education and career path to acquire the STEM skills and knowledge needed to solve real public health problems in her community. After discussing Yellowhair's journey from a Navajo reservation to college, turn to the profile of Derrick Beasley on page 27. Beasley is an African American student who earned his spot at the prestigious Johns Hopkins University in Baltimore, Maryland, by taking the most challenging math and science courses available at his Asheville, North Carolina, high school. Beasley is a role model on multiple levels. He aspires to go to medical school, he is double majoring in public health and anthropology, and he encourages other students to explore new subjects in college to discover their passion. Next, show your students the Pre-Freshman Engineering Program information on page 41. Explain that this is one example of summer programs available across the U.S. that are designed to increase interest in STEM fields among women and underrepresented minorities. Encourage your students to research other STEM summer and scholarship opportunities created specifically for African American, American Indian, or Latino students.

Is STEM only for the smartest kids in the class?

• Page 6, Meet a STEM Student: Discuss the profile of Rensselaer Polytechnic Institute student Chris Kennedy with students to illustrate how you don’t have to be a math and science whiz to succeed in STEM. Kennedy is honest about his strengths and limitations, and reinforces the importance of working hard and asking for help.
  
• Page 10, Careers Available at Every Education Level: Use this simple chart to show students the different levels of education and training required for various STEM jobs. Reinforce the idea that although some training is required after high school, not every career in STEM requires a four-year degree.

How do I prepare for the college and financial aid application process?

• Page 32, STEM After High School: Start with the chart of postsecondary options on page 32 to show students how most STEM careers (the featured sample is electrical engineering) have entry points beginning with a career certificate and extending to a doctoral degree. Seeing this progression in education levels will help students begin to understand that the learning doesn't stop with high school graduation, as well as give them an initial postsecondary education goal to aim for as they plan their high school career.
  
• Page 33, College Application Checklist: Use the checklist as a starting point to discuss what it takes to apply to college. Encourage students to research the specific application requirements of schools that interest them (especially the average scores on standardized tests and average GPAs of admitted students) so that they can create a realistic list of colleges.
  
• Pages 34–35, Paying for Your STEM Education: Use this section to empower students with the information they need to make college affordable. Learning about community college options, dual credit, in-state tuition, scholarships, financial aid, and military education benefits can help students and their parents realize that with preparation and research, a college education is within reach. Encourage students to share this section with their parents so that they can work together to apply for aid, budget for college expenses, and make realistic college choices.

How do I talk to my parents about STEM opportunities?

• Page 44, Bosses Speak: Parents want their children to graduate from high school prepared for life and career success. This section features direct quotes from STEM employers talking about what qualities and skills they look for in employees, why the U.S. needs more highly skilled STEM professionals, and why now is the time to study STEM. Encourage students to share this information with their parents as they discuss their high school course selections and postsecondary plans. Use this section in your discussions with parents about the importance of connecting what is learned in the classroom to real-world careers and education opportunities.
  
• Inside back cover, STEM Stories: Share this section with parents to illustrate how their children’s interest in STEM can translate into a promising, productive future. At a time when it is difficult for new college graduates to find work in many fields, there are still widespread shortages of STEM specialists. Encourage students to review this section with their parents as they talk about their plans to pursue a STEM-related postsecondary education program and career.
  
• Page 36, Choosing a STEM School: Parents play a critical role in the college and career search process. Having parents or other adult relatives who support a student's dream of pursuing a STEM career increases that student's chances of ultimate success. Use the Talking to Your Parents section to confer with students about the resources and support they have at home, any concerns they might have about discussing their future plans with their parents, and why it is important to involve their parents as they make decisions. Learning more about students’ family dynamics will help you as you talk with their parents, and will assist your students as they initiate college and career discussions at home.

What will it cost to live on my own?

• Pages 42–43, Reality Check: Use the resources in this section to help students begin to realize how much money they will have to earn to live where and how they choose. Using the national example as a guide, encourage students to create a sample monthly budget based on their expenditures and preferred location. As you discuss their budget, talk about hidden expenses (repairs, emergencies, unexpected health costs), as well as the importance of not spending more than they earn. The goal isn’t to depress or intimidate students, but to help them realize that living on their own isn’t a realistic option until they can earn an adequate salary. Use the salary discussion to reinforce the idea that being a lifelong learner increases one’s education and skill level, which results in a higher salary.

Where can I learn more about STEM education and career opportunities?

• Page 48, Explore More: Encourage your students to use the G3 STEM Guide as a launching pad for their own personal exploration of the STEM field. The resources on page 48 help students fine-tune their search based on their individual interests. Not every student who reads the guide will become an engineer or scientist. The idea is to inspire students to see the wide world of opportunities available in STEM, and then design the future of their dreams based on their specific interests and goals.