Using Multi-Disciplinary Design Challenges to Enhance Self-Efficacy within a Summer STEM Outreach Program

Research regarding STEM programs has shown that participating in these programs leads to increased knowledge and retention of technological concepts [1]. Additionally, participating in STEM programs leads to increased self-confidence, satisfaction, and interest in engineering [2]. Current research focuses on whether participating in STEM programs increases self-efficacy [3]. However, several factors can influence the effectiveness of these programs. For example, motivation influences the degree to which participants are engaged with activities as does their background knowledge [4]. Additionally, program effectiveness is impacted by the limitations of the learning context itself such that participants will be unable to complete designs if expectations for the design exceed the constraints of their environment [4]. The program is designed to introduce and educate the participants in the various engineering disciplines offered at the collegiate level and culminates in a multi-disciplinary design challenge designed as a “collaborative-benefit” competition [5]. The program is meant to drive students toward collaboration and achievement of a shared goal. The purpose of this study is to examine the effectiveness of an intensive, two-week project-based engineering program for high school students on self-efficacy and engineering identity in the participants. Results from this year’s survey suggest that participating in the program increased high school students’ perceived and actual knowledge of the engineering discipline. Completing the program also led to improvements in self-efficacy and increased interest in the field of engineering. This paper will discuss the process for developing design challenges for assessment of self-efficacy, assessment tools, and outcomes from the program delivery. ; Cockrell School of Engineering