2026 ASEE Annual Conference & Exposition

The persistent underrepresentation of women in STEM careers highlights the importance of early, hands-on experiences that foster confidence, skills, and sustained interest in these fields. To address this challenge, a summer STEM workshop, held at a primarily undergraduate institution, was designed for middle school girls (grades 7-9) with the support of an external grant. This initiative engages girls in immersive STEM activities while connecting them with undergraduate students, faculty, and industry professionals who serve as not only as subject matter experts but also as role models.

The 2025 workshop was structured as a three-day program with distinct daily activities. Day 1 introduced participants to foundational engineering concepts through building and programming robots, a Lego-based engineering challenge, and hands-on bridge construction. Day 2 focused on technology and applied sciences, featuring Arduino microcontrollers and sensors, a vermicomposting session led by community partners, a campus tour, and drone activities exploring safety, lift, and pilot responsibility. Day 3 highlighted sustainability and advanced applications, engaging participants in renewable energy engineering projects, physics demonstrations, and an advanced drone flying session. These activities were designed to cultivate teamwork, problem-solving, and a growth mindset while broadening awareness of different STEM pathways.

To evaluate the program impact, pre- and post-workshop surveys were conducted with participants, measuring changes in STEM awareness, confidence, and interest. Post-workshop surveys were also distributed to parents and community partners to understand perceptions of program effectiveness, identify areas for improvement and gauge interest in their future involvement. Preliminary findings indicate notable gains in participants’ enthusiasm for STEM and strengthened interest in pursuing future opportunities. Parent and community feedback further underscored the value of hands-on, inclusive experiences and the importance of continued partnerships to sustain such initiatives. Future work will be focused on expanding the workshop into a five-day program and creating multiple intentional and meaningful mentoring opportunities, such as a panel discussion, between participants and women currently working in STEM fields.

This Work-in-Progress paper will detail the workshop design, share initial assessment results, and reflect on strategies for creating inclusive pre-college engineering experiences. The paper aims to contribute to the growing body of research and practice in pre-college engineering education and offer a replicable framework for engaging underrepresented youth in STEM.