January 21, 2026 by SME Communications Many conversations about the technical skills required to drive the future of manufacturing have taken place within the Mission Critical Workforce 2030 exhibit at SME’s North American events. But at the recent FABTECH show, the conversation took a step further back as SME Insights host Greg Jones, Director of Strategic Programs and Partnerships, SME, sat down with Carmen Mahon, the Citywide STEM Initiatives Manager for Chicago Public Schools (CPS), to discuss how the journey to mastering those skills must first begin with awareness. Rather than a high-level theoretical debate, this was a grounded discussion on the practical strategies needed to connect diverse and underserved youth with the careers of tomorrow. With a district serving approximately 340,000 students, Mahon’s work is critical. The interview highlighted the specific barriers that prevent students from pursuing STEM (Science, Technology, Engineering, and Mathematics) careers and the community-based solutions CPS is implementing to knock those barriers down. Outreach Challenges The conversation began by grounding the audience in the reality of the Chicago Public Schools system. Mahon detailed that there are currently 51 designated STEM (Science, Technology, Engineering, and Mathematics) and STEAM (adding Arts) schools within the district. These schools serve about 25,000 students, with 7,500 of them at the high school level. While these numbers are impressive, they represent just a fraction of the total student body, highlighting the critical mission Mahon and her team have undertaken: to ensure that STEM education isn't just a specialized track for a few, but a pervasive culture of curiosity and capability for all. Mahon emphasized a crucial philosophy that underpins her work: awareness is everything. "Students will not know what is possible until they are exposed to it," she said. This sentiment echoes a challenge faced by educators and industry leaders alike. In underserved communities, where students may not have immediate access to role models in engineering, coding, or advanced manufacturing, the "possibility gap" can be just as damaging as the achievement gap. If a child never sees a CNC machine, never meets a coder, or never holds a micrometer, they cannot dream of careers in technical fields. Reimagining STEM: The Fall 2025 Event While CPS strives to integrate STEM into its entire curriculum, special, STEM-focused events help strengthen students’ interest in STEM careers. One of the most compelling parts of the conversation centered on the district’s flagship engagement initiative: Reimagining STEM. At the time of this interview, Mahon was buzzing with anticipation for the upcoming fall event, slated for October 2025. This highly anticipated gathering represents the latest evolution in a series of events designed to break down the walls between the classroom, the home, and the city’s resources. While previous iterations of Reimagining STEM have successfully partnered with institutions like the Museum of Science and Industry and the Chicago Fire Soccer Franchise to bring STEM to life, the Fall 2025 event was poised to deepen this impact. The initiative is not just a science fair; it is a holistic "experience" designed to engage the entire family unit. Mahon described these events as a critical strategy to help people "see the vision of STEM." For many families, the acronym STEM can be intimidating, conjuring up images of difficult math problems or inaccessible science labs. Reimagining STEM seeks to dispel these myths by showing that STEM is about curiosity, creativity, and problem-solving—skills that are already present in every home. Mahon spoke passionately about the necessity of removing barriers to participation for this annual event. It’s not enough to host an event; you must ensure that people can get there. By providing food and transportation through collaboration with the CPS Family and Community Engagement (FACE) department, the district ensures that families from all economic backgrounds can participate without stress. The goal is to create a "brand around this experience," where students and their families work together on design challenges and exploration, fostering a shared sense of discovery. Parents as the First Teachers A recurring theme in Mahon’s strategy, and a key focus of the Fall 2025 event, is the pivotal role of parents. "Parents are their children’s first teachers," Mahon reminded the audience. Too often, STEM initiatives focus solely on the student, leaving the parent—who may feel intimidated by the subject matter—on the sidelines. Mahon shared an anecdote that perfectly illustrates the disconnect and the potential for connection. She noted that parents often ask, "Why are you inviting us? What is the agenda?" In a world where free resources are often viewed with skepticism, Mahon’s answer is disarmingly simple: You are the agenda. The goal is to empower parents to become cheerleaders for their children's curiosity. Crucially, the Reimagining STEM project includes an "at-home element," providing families and caregivers with kits or activities to continue the conversation after they leave the event. This continuity is vital. It transforms a one-off field trip into a sustained dialogue about learning and discovery. When a parent and child can build a robot or solve a puzzle together at the kitchen table, the "STEM identity" of the entire household begins to shift. The impact on parents has been profound and, in some cases, life-changing. Mahon recounted stories of parents attending these events and realizing that they, too, had a passion for these fields. She spoke of parents who had been out of the workforce or looking for a change, who found themselves sparked by the same curiosity as their children. Some even went on to pursue their own certifications, such as through Amazon’s training programs, proving that it is never too late to pivot into a high-demand career. Level 47: A Personal Journey of Lifelong Learning Perhaps the most inspiring story of the interview was Mahon’s own. It is one thing to preach the value of technical education, but it is another to live it. Mahon shared that she herself—at "Level 47" (referring to her age)—decided to pursue training and certification to become an electrician. Her motivation was practical. As a homeowner, she was tired of relying on others for repairs, but her decision was also deeply symbolic. She wanted to prove to herself and her students that learning is a lifelong process. She spoke candidly about the "imposter syndrome" she felt entering a classroom at her age, surrounded by younger students, but also the immense satisfaction of working with her hands and mastering a trade. "I need to be one of those," she recalled thinking after hearing a podcast about the shortage of 500,000 electricians in the nation. Her journey from school counselor to STEM manager to aspiring electrician serves as a powerful testament to the very message she delivers to her students to define their own identity and potential by ignoring the societal limits of age and background. Mahon stands as a tangible example that "STEM identity" is not fixed but can take hold at any stage of life. Connecting Education to Career The conversation also touched on the vital pathways CPS is building between high schools and higher education. Mahon highlighted the "M-Tech" program at Richard J. Daley College, part of the City Colleges of Chicago. This partnership allows students to see the "state of the art" equipment they will be using in industry—CNC machines, welders, robots, and 3D printers. By taking "busloads of students" to visit these campuses, CPS is demystifying the transition to college and career. Students can see exactly where they will be learning and working, making the abstract concept of a "career in manufacturing" concrete and attainable. Mahon praised the City Colleges for getting it "so correct" when it comes to manufacturing education, providing certifications and dual-credit opportunities that allow students to get a head start on their futures. The SME Connection: Replicating Success This conversation highlights exactly why SME takes such a keen interest in local education programs. SME champions successful, scalable models for career education. The work being done in Chicago Public Schools to integrate industry partners, leverage local colleges, and engage the entire family unit provides a blueprint that could be replicated in regions across the country. By connecting K-12 education directly to workforce needs and community interests, CPS is building an economic pipeline in the midst of public education. The district is showing that manufacturing and STEM careers are creative, vital, and accessible. As Mahon noted, "We have to move with a sense of urgency." The data shows that these programs work and that increasing participation in out-of-school time on subjects like robotics, coding, and design challenges will help meet workforce demands when these students graduate. A Call to Action Events like Reimagining STEM and the daily work within CPS classrooms are planting seeds that will grow into the next generation of engineers, electricians, data scientists, and innovators. But true success requires community support, industry partnerships, advocacy, and, critically, parent involvement. To understand the passion and strategy behind these initiatives, watch the full interview below.
