2026 ASEE Annual Conference & Exposition

Leveraging Human-Centered Design and Culturally Relevant Engineering Pedagogy to Strengthen STEM Self-Efficacy Among High School Students and Undergraduate Trainers

Presented at Equity, Identity, and Sociotechnical Learning in BME

Background: Students from diverse and often underrepresented backgrounds bring strong curiosity and creativity to STEM, but access to sustained, hands-on programming remains uneven due to structural disparities. Community-university partnerships provide critical opportunities to expand access to early STEM engagement, which is linked to improved academic performance, problem- solving, and collaboration skills. This study examines Ignite, an eight-month hybrid design program in which high school “Makers” are supported by undergraduate “Trainers” through virtual and in-person design activities. The program emphasizes human-centered design aligned with the UN Sustainable Development Goals to connect local action with global impact. The curriculum is organized into the three phases of human-centered design adapted from IDEO: “Hear,” “Create,” and “Deliver.” Methods: We analyzed pre- and post-program survey data from 2021–2025 that incorporated the validated Carberry et al. Engineering Design Self-Efficacy instrument to measure confidence, motivation, and anxiety throughout the design process. Results: Results show significant increases in design confidence for both Makers (n = 65, p < 0.001) and Trainers (n = 76, p < 0.001). Trainers also report a significant decrease in overall anxiety following the program (p < 0.01). Across the Carberry design steps, confidence was lowest during the conducting/constructing phases (Makers: p < 0.001; Trainers: p < 0.001). Anxiety peaked during the constructing phase (Makers: p < 0.01; Trainers: p < 0.001). Taken together, these findings highlight the potential of culturally responsive and equitable design (CRED) programs to strengthen engineering identity, self-efficacy, and confidence while identifying critical phases and subgroups where additional support is needed. By combining human-centered design, peer mentorship, and culturally relevant pedagogy, Ignite offers a scalable model for broadening participation in STEM and reducing persistent equity gaps.

Authors

Ella Brissett http://orcid.org/0009-0003-1603-6729 Duke University [biography]

Ella is a Post-baccalaureate Fellow in the Center for Global Women's Health Technologies in Duke University's Biomedical Engineering Department. Ella works with Ignite, a human centered design-based engineering program that links engineering and local, community-based issues to encourage participation in engineering. She is very interested in design pedagogy and curriculum to broaden engineering participation for pre-college students.
David Knudsen [biography]

At the Museum of Life and Science, I specialize in science communication projects, program evaluation, and developing tinkering and technology curriculum. Science communication and videography are valuable tools for connecting and sharing the amazing science that is happening in our community! Before joining the team as an Associate Program Manager, I was a part of the Museum’s Summer Camp Program and Fellowship Program. I earned my bachelor’s degree in political science and journalism from North Carolina State University. While my degree is not in STEM fields, working at the Museum has provided me with numerous opportunities for learning through STEM activities and programs.
Nirmala Ramanujam Duke University [biography]

Nirmala (Nimmi) Ramanujam is the Robert W. Carr Professor of Biomedical Engineering, Professor of Cancer Pharmacology and Cancer Biology, and Global Health at Duke University. She founded the Center for Global Women’s Health Technologies (GWHT) in 2013 to reshape women’s health through technology innovation. Her translation program in cervical and breast cancer has brought together multiple partners across U.S. and international academic institutions, hospitals, companies, non-governmental organizations, and ministries of health. Prof. Ramanujam values co-creating solutions with those that are at the level of the problem. This led to the creation of a global education program Ignite in 2013 that intersects engineering design thinking, STEM concepts, and the U.N. Sustainable Development Goals.
Megan Madonna http://orcid.org/0000-0001-8297-7672 Duke University [biography]

Megan Madonna is an Assistant Research Professor in Biomedical Engineering at Duke University, studying human-centered design and student resilience and identity. She serves as the Director of Ignite, a human-centered design-based engineering program that links engineering and local, community-based issues to encourage empathic and creative thinkers and broaden participation in engineering. Additionally, she serves as the Assistant Director of Education for the Center for Global Women’s Health Technologies at Duke University.

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Broadening Participation in Engineering and Engineering Technology
engineering
gender
Pre-College
race/ethnicity