Students will enter the project by exploring a wide range of STEM careers, questioning who is represented in STEM, and connecting their own experiences to the project’s driving questions. They will begin building the background, vocabulary, and evidence habits needed for later career research, mentor interviews, infographic design, and STEM identity investigation.

Students will investigate STEM roles through targeted research, mentor interviews, and evidence-mapping routines, then design and refine an ethical survey plan about STEM identity and access that prepares them for later problem definition and solution design.

Students will synthesize interview, survey, and career research evidence into a focused STEM identity/access problem, generate multiple campaign and workshop concepts, and select one direction using criteria, constraints, and user-centered reasoning.

Students will turn their STEM identity research and career learning into testable prototype materials, run two feedback-driven revision cycles with peers and representative users, and prepare a stakeholder-facing draft showcase that clearly links evidence, design decisions, and next steps.

Students will present their STEM Identity Gallery work to an authentic audience, gather and respond to audience feedback, and complete a final evidence-based reflection that connects career learning, mentor insights, STEM identity research, and their personal high school pathway.