This Career Interview activity is an extension of 1.5 Planting the Seed of STEM Jobs. Students, Our Young Professionals, are asked to interview a professional who they admire. The goal is to gain insight (inside info) into the planning, education journey and future prospects of a career of interest.
This activity is an extension of 0.5 Investigating Bias. Students will create a visual of their culture as a reference point to see how A.I. activity results or output may or may not represent their culture values, language and celebrations. The visual can be in any open-ended, creative form, like glasses or sunglasses, a wheel, or story map, or natural landscape with labels or descriptions of cultural features.
This modification adds to the discussion of new vocabulary to try to deepen prior knowledge connections to greater support English Language Learners (ELL) with new vocabulary acquisition. Additionally, adding realia to the game supports ELL students.
I had students reference the results of the O-Net survey (specifically). The second big change I made was toward the end, where the students are encouraged to also look at the careers that their immediate family members might have - so that they can see a potentially more immediate impact of AI to their family. This is designed for all students (any culture group), as each student will look inward at their own family situations and have a personal connection with the activity and its relevance.
Career Exploration and Impacts of AI for post secondary training, 2 year and 4 year degrees. Emphasis on continuing training or traditional education in STEAM careers whether it be an apprenticeship, certificate program, 2 year college, 4 year university or beyond. Emphasis on AI impacts in all fields. Combined Inventory of Me, AI’s Impact, and Roadmap to My Dream Job into a WS (2-3 day portfolio-like). They fill it in along with slides as they go.
Added in an example of facial recognition bias for asylum seekers. This change was designed for my students, part of who herald from immigrant families and who have darker skin colors. Immigration is a very important topic so adding this slide adds to the relevance of their lives and will help them internalize the information. This change is relevant for teachers that teach in states close to national borders and communities with large immigrant populations.
I changed the food to be more culturally relevant to our school and our New Mexican culture. Instead of designing an algorithm for the best PB&J, this lesson tasks students with planning the best quesadilla. Our school population is majority Hispanic students who live in Albuquerque and mostly come from the South Valley. They will have more of a connection to quesadillas than to PB&J sandwiches. Optimizing a quesadilla algorithm for stakeholders may be more relevant to their culture and family.
For this lesson I changed the food listed to quesadillas (building on the previous lesson, Algorithms as Opinions), I also added a formative assessment to better help students connect to stakeholders in their lives and communities. Students who participate in the previous lesson (Algorithms as Opinions) will be able to carry it forward into a real-world connection by thinking about their out-of-school activity, the relevant stakeholders and their values.
Making the best sandwich instead of PB & J for those who have not experienced PB & J. The reason I made this change is because there is a large Hispanic population in my area who do not make sandwiches with peanut butter and jelly and so a sandwich in general is more relevant to students of diverse populations such as Latinx, Asian, etc.
High school (HS)Students: Use ‘Teen’ instead of ‘Child’ Added ‘Store’ instead of ‘Doctor’ Teachers can talk with their students about topics relevant to their lives like: a)workers in the store; b)food available in local stores; c)accessibility of local stores; d) impact on people, supplies, and accessibility of stores
