2025 ASEE Annual Conference & Exposition

In this work-in-progress paper, we present preliminary findings from a high school engineering technology summer camp designed to spark situational interest in engineering, essential for developing a skilled workforce. The Engineering Mindset Report emphasizes that broadening access to engineering is vital for the profession's future [1]. Our study examines how the camp fostered interest in high school students, aligning with the report’s call for more inclusive pathways to engineering.

We utilized Hidi and Renninger’s four-phase interest development model [2] as our theoretical framework. This model outlines how interest evolves; from situational interest, triggered by external factors, to individual interest, characterized by sustained engagement and intrinsic motivation.

The weeklong program, hosted at a southwestern university, targeted rising 10th-12th grade students interested in engineering and computing. The 30 participants, aged 13 to 17, engaged in activities centered on energy prediction, production, and harvesting. They explored topics like aerodynamics, circuitry, and programming in Arduino and Python, often integrating these concepts. For instance, participants programmed microcontrollers for projects such as a non-contact ultrasonic distance sensor and a laser-based speed sensor, which they used to test their compressed-air cars.

Implementing a convergent parallel mixed-method design, we administered a 12-item situational interest survey [3] on the first and last days, alongside free-response questions throughout the week. Both measures assessed engineering-specific situational interest based on three constructs from the four-phase model: triggered situational interest (TSI), maintained situational interest-feeling (MSI-Feeling), and maintained situational interest-value (MSI-Value). TSI reflects when environmental stimuli (e.g., activities) capture attention, MSI-Feeling gauges enjoyment extending beyond the activity to the field of engineering, and MSI-Value shows when students perceive the significance of engineering for the future or society [2], [3]. Qualitative questions were designed to explore these constructs further.

Quantitative survey results were analyzed using paired-samples t-tests in SPSS version 29.0 [4]. Data met assumptions for the proposed analysis, and a Bonferroni correction was applied (p<.017). Results indicated significant increases from pre- to post-camp for TSI (d=.97, p<.001), MSI-Feeling (d=.84, p<.001), and MSI-Value (d=.49, p=.016). These findings suggest that situational interest was both initiated and maintained, with students transferring their interest and positive feelings towards engineering as a potential career.

Qualitative responses, analyzed using framework analysis [5], revealed evidence of TSI, MSI-Feeling, and MSI-Value. Participants noted the integration of activities as a source of interest, highlighting challenges as engaging. Responses indicated a connection between camp activities and their relevance to self and society, hinting at the development of individual interest, which will be further explored in our final paper.

In our completed work, quantitative results will be reported and discussed more in-depth, qualitative data will contain example quotes, frequencies and additional themes, and detailed connections with similar studies will contextualize our findings. Future directions for this WIP study include expanding the sample size and incorporating interviews to better understand participants’ perceptions of the mechanisms facilitating interest.