Fostering Early Engineering Identity Through K-12 Outreach: Insights from a Three-Week Summer Program

In response to the growing need for early STEM engagement and the development of engineering identity among young learners, the Department of Chemical Engineering has pioneered a comprehensive three-week summer outreach program. This program is specifically designed to inspire students from grades 4 to 12 by immersing them in hands-on, real-world engineering activities that highlight the societal importance of chemical engineering. The initiative seeks to demystify engineering concepts and foster a sense of belonging in the engineering field, with a particular emphasis on cultivating engineering identity among students who may not have previously considered this path. The program integrates a wide array of interdisciplinary activities that introduce participants to fundamental principles of chemical engineering while also encouraging critical thinking, problem-solving, and teamwork. Students are guided through project-based learning modules that simulate real engineering challenges, such as sustainable energy, environmental protection, and innovative materials development. By tackling these challenges in collaborative settings, students not only develop technical skills but also gain a deeper understanding of the impact engineers have on addressing global issues. A critical evaluation component was embedded into the experience to measure the program's effectiveness. Participants complete surveys at the beginning and end of the program, designed to assess shifts in their engineering identity. These surveys explore key factors, including changes in students' perceptions of engineering, their interest in pursuing engineering careers, and their confidence in performing engineering tasks. This data provides valuable insights into how different activities influence students' views of the field, with a particular focus on how exposure to engineering in a supportive, inclusive environment can alter their attitudes and aspirations. Preliminary findings from these surveys indicate significant positive shifts in students' perceptions of engineering and increased interest in pursuing engineering-related careers. The program has been especially successful in boosting participants' self-efficacy and demonstrating that engineering is a field open to diverse individuals with varying talents and backgrounds. By fostering early interest and confidence, this outreach effort seeks to address the underrepresentation of certain demographics in engineering fields, contributing to the diversification and strengthening of the future engineering workforce. This paper presents an in-depth overview of the program's design, implementation, and assessment methodology, providing valuable insights for future K-12 outreach initiatives. The findings underscore the importance of early, engaging, and inclusive STEM education strategies in shaping the next generation of engineers and innovators.