Mentorship Over Awareness Drives Stem Success

Howard Greene, Director, Workforce Development and Student Success, Starlab George Washington Carver Science Park, The Ohio State University

Dr. Howard Greene directs Workforce Development and Student Success at the Starlab George Washington Carver Science Park at The Ohio State University. Howard brings together partners from academia, government, and industry to collaborate in unique ways while launching sustainable space-based STEM education programs that generate awareness of space careers and contribute to the preparation of the next generation of space professionals.

One problem I have noticed in Workforce Development is the prevailing belief that the ‘missing ingredient’ preventing youth from pursuing STEM careers is simply awareness. In other words, if we excite youth enough about STEM career opportunities, they will eventually choose and be retained in them. This simplistic approach has led to outreach programs in industry and academia that focus more on generating interest and excitement rather than guiding youth through a sustained journey toward developing self-efficacy and a strong STEM identity. As a result, we often participate as guests at one-off events such as school career fairs, science festivals, activity-based venues and motivational talks—efforts that primarily aim to raise awareness of the careers we enjoy.

Don’t get me wrong— an exciting activity or a powerful speaker can provide youth with an incredible motivational springboard into a new involvement. But without follow-on investments into their lives, the initial interest generated at a single STEM event wanes and actual pathways to STEM careers never become clear. In the end, career outcomes are unchanged. We are left wondering why students aren’t motivated by our efforts and choosing these great careers.

“The Best Way For Youth To Develop Career Confidence Is Through Mentoring Relationships With Passionate Professionals Who Are Willing To Guide, Support And Inspire Them”

Let me explain what I mean. Growing up, I had access to a wood shop in our basement. My Dad was the fixer and problem-solver in our household. I worked alongside him and later by myself in making things for my hobbies and using the shop as a staging ground for additions to my treehouse. It wasn’t just the shop itself but my dad’s mentorship that gave me the skills and confidence to work with my hands and use the materials and tools around me. I was able to create things that didn’t exist or fix things around me that were broken or modify things that needed to be repurposed. I think that’s when and where the seeds to becoming an engineer were planted.

So what does that have to do with STEM outreach? I realized that I became an engineer because I had someone significant in my life—my Dad —to give me the guidance, confidence and the right circumstances to grow into that career over time. This kind of mentorship is even more critical for youth who may not have a STEM mentor at home, as I did. I believe that the best way for youth to develop career confidence is through mentoring relationships with career professionals who are willing to relationally come alongside them. Career professionals passionate about what they do are in a powerful position to guide, support and inspire youth as mentors.

What I have tried to create in my job as Director of Workforce Development and Student Success at the Starlab- -George Washington Carver Science Park at the Ohio State University is precisely the kind of environment where these mentoring relationships can flourish with modest time investment. In the autumn of the last two years, we have partnered with the Ohio STEM Learning Network on a statewide space-based design challenge for K-12 schools across Ohio. The 2024 challenge, which saw 118 schools and an estimated 34,000 students participating, was:

“How do we improve the sustainability of life in low-Earth orbit, such as living aboard the Starlab space station? Develop a plan, system or product to positively impact the sustainable use of materials, habitable space and/or energy. Demonstrate how these improvements could translate to more sustainable living on Earth.”

To support the challenge, we created an international network of space professionals willing to form a panel and remotely link into a classroom of students working on the challenge. We have seen classrooms rely upon their experts for information, guidance and encouragement. Teachers are relieved because they don’t have to try to be experts in unfamiliar subject matter. Experts passionate about their careers are excited to share what they love with the next generation. And youth engage in ways that build confidence and skills which serve them for the long haul.