Nineteen-year-old Keylii Tsosie carefully maneuvered a scissor lift across the worksite, applying skills he had learned just days earlier.

Tsosie had recently earned his certification to operate the equipment through Tribal Future Corps, a partnership between Idaho National Laboratory and the Shoshone-Bannock Tribes designed to introduce tribal youth to careers in skilled trades and technology.

This year marks the fifth anniversary of the memorandum of understanding between the two organizations, a partnership that continues to expand educational opportunities, workforce development and collaboration in skilled trades.

“Getting my license to run the lift made me feel very accomplished and I was grateful for the opportunity to be able to do something new,” Tsosie said in an INL news release.

For Tsosie and 14 other Shoshone-Bannock students in this year’s program, the experience represented more than a summer internship. It was a chance to move beyond learning about careers and begin practicing them.

Over four weeks, students explored career pathways through hands-on projects, mentorship and workplace exposure, developing skills that extend well beyond the job site. Participants worked alongside professionals, earned certifications and gained firsthand experience in trades and crafts — learning to operate equipment, solve problems and navigate professional environments while building confidence along the way.

But the program was designed to teach more than technical skills. Four themes surfaced repeatedly in conversations with students and mentors alike: integrity, leadership, confidence and adaptability. Those principles were woven into daily activities, from workplace expectations and team projects to resume building and interview preparation. Students were encouraged to think not only about the careers they hoped to pursue, but also about the kind of professionals and leaders they wanted to become.

For 18-year-old Ace Mendez, who hopes to become a welder, those lessons are already shaping his future.

“Building my resume and certification portfolio has prepared me for employment,” Mendez said in the INL news release. “With the guidance of my mentors, I have learned how to present my skills, experience and qualifications effectively to future employers.”

Career readiness is one of the program’s defining features. Students practiced interviewing, refined resumes and learned how to present themselves professionally — tools that can serve them regardless of which career path they ultimately choose.

“Our instructors are role models for our students because they genuinely care about their success, career readiness and future,” said Pam Eschief, superintendent of Sho-Ban Junior/Senior High School. “Our hope is that these students return to the Shoshone-Bannock Tribes with the skills they’ve gained through this program to help build a stronger workforce. Beyond career preparation, they’re learning life skills and discovering opportunities that will benefit both themselves and our community.”

While many STEM programs simply introduce students to possible careers, Tribal Future Corps offers something different: the chance to experience those careers firsthand. Stepping into workshops and professional workspaces gave students a clearer sense of where their interests and abilities align, whether that leads to skilled trades, apprenticeships, technical programs or higher education.

For 17-year-old Mireya Dogsleep, the experience meant confronting fear and pushing beyond her comfort zone.

“Yesterday I was working on the ceiling in our shop and I was scared to try something new, but I did it anyway,” Dogsleep said. “It was a new experience and I’m glad I tried.”

Her willingness to take on an unfamiliar challenge reflects one of the program’s most important lessons: growth often begins when students step beyond what feels comfortable.

For Matt Bates, INL’s coordinator of the Tribal Future Corps program, personal growth matters just as much as technical skill.

“I hope they carry the passion to keep going and use what this program taught them to chase their dreams,” Bates said in the INL news release.

Some of Bates’ favorite moments come after students complete the program, when former participants return to share where life has taken them — the jobs they’ve landed, the careers they’re building, the goals they once thought were out of reach.

“To see my graduates pursuing careers and thriving is what makes this work so meaningful,” Bates said.

That future was already beginning to take shape at Tribal Future Corps’ end-of-summer skills showcase, where students demonstrated the certifications they earned and the projects and skills they developed for family members, community leaders and INL employees. For some, it was a chance to show off technical ability. For others, it was an opportunity to demonstrate newfound confidence.

Just weeks earlier, many of the students had entered the program uncertain of what to expect. By the end, they stood before an audience sharing what they had learned and what they hoped to accomplish next.

What began as a four-week internship designed to introduce students to career and technical pathways ended with something much bigger. Students left with new skills, professional connections and a clearer sense of where they want to go next — and, perhaps most importantly, with the knowledge that they’re capable of getting there.

“I left this program knowing I can accomplish my goals and keep getting better at what I do,” Mendez said. “I learned how to adapt to different work environments and I feel prepared for wherever life takes me.”