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require formal documentation of attendance and learning outcomes. In many cases internships are paid, but they do not have to be. For companies, interns provide a way for them to get an idea of what students are learning in educational programs. Internships can then give companies the opportunity to work with schools to “mold” curriculum so that it is relevant to industry and provides students with workforce skills and knowledge. Internships also allow companies to preview potential employees, and get needed help for special projects or particular tasks. Externships are experiential learning opportunities, similar to internships, but generally not part of an academic program of study. They typically provide paid, summer employment for a few days to several weeks, giving participants a short, practical experi- ence in their field of study/potential career field. Ex- terns will get a real-life perspective of the current industry workplace and trends in careers. Practicing teachers can do an industry externship in a manu- facturing company during the summer to gain deep- er knowledge and understanding of their teaching field and how it translates into skills their students will need to excel in manufacturing careers. Extern- ships may also provide faculty with opportunities to explore new content areas for cur- ricula development, and/or student workforce readiness and career preparation. They are great vehicles to give teachers real-world experience that they can bring to stu- dents and also give companies extra help during summer months. Student/Faculty Mentoring This high intensity, long-term, one-on-one strategy is very effective in preparing stu- dents for any workforce. Mentors are important for students (especially girls, women and minorities in non-traditional career paths) and faculty participating in, or pursuing STEM careers. For manufacturing, with its negative image, mentoring can make a huge difference for students gaining knowledge about the field, dispelling myths, as well as developing self-confidence. Mentoring can be one-to-one or can be formalized through a class, teacher or school. Institutions can tap into online mentoring programs that virtually connect industry professionals to students (e.g., www.mentorNet.org). Advisory Board Participation/Curriculum Development Help Every technical, career or occupational school program should be driven by an active Industry Advisory Board. Industry’s participation in advisory boards or committees is valuable in assisting educators to design, implement and evaluate programs. Through these committees, industry partners, with their experience and expertise, help tailor curricula to current industry needs and infuse specialized skills set beyond the tradi- tional curriculum. Industry partners can request new topics like emerging technologies or more background practice in fundamental skills. Frequently a team of industry ex- perts might provide content material to educators who develop lessons and learning activities. Industry would then review the newly developed material before it is used in classrooms. 7