Following a discussion of the theoretical underpinnings of storyboarding, I explain how this exercise has been used in a diversity class

and conclude with an examination of how it may be employed in other settings. The presentation of the activity will focus on the formation of students' self-identity across the life-course. However, the same basic exercise can be used to explore identity as related to gender, race/ethnicity, or class. Langham (1994:114) asserts that groups may also use storyboards to "get people to focus, to think, to be creative, and to be more productive." Following a discussion of the theoretical underpinnings of storyboarding, I explain how this exercise has been used in a diversity class and conclude with an examination of how it may be employed in other settings. The presentation of the activity will focus on the formation of students' self-identity across the life-course. However, the same basic exercise can be used to explore identity as related to gender, race/ethnicity, or class. Langham (1994:114) asserts that groups may also use storyboards to "get people to focus, to think, to be creative, and to be more productive."