2026 ASEE Annual Conference & Exposition

Expanding STEM Engagement Through an Afterschool Renewable Energy Program: Year 3 Insights from an NSF ITEST Project

Presented at NSF Grantees Poster Session II

This paper presents third-year findings from an NSF ITEST-funded project designed to engage high school students in STEM activities through an afterschool program focused on renewable energy technologies. The project is guided by the STEM Learning Ecosystem framework and involves collaboration among university faculty and students, high school educators, and community-based organizations at four high schools in a large urban school district. The program aims to foster sustained interest in STEM fields through hands-on learning and exposure to real-world applications.

During the 2024–2025 academic year, students participated in four units of afterschool activities: Solar Energy, Smart Home Technologies, Solar Technology Applications, and the construction of Dual-Axis Solar Tracker Cart. Activities included building solar circuits, programming microcontrollers, designing and building model smart homes, and constructing mobile dual-axis solar trackers on the platform of a garden wagon. The curriculum was supported by enrichment events such as teacher professional development workshops, a campus visit featuring prominent YouTube science and engineering influencers, a spring workshop focused on assembly of the mobile dual-axis solar tracker, a summer STEM camp focused on video game design, and a field trip to a utility-scale solar farm and interactive energy museum.

Assessment data was collected through surveys and interviews and revealed notable growth in student engagement and career interest. Pre- and post-surveys using the PEAR CIS-S instrument showed increased curiosity about STEM domains and improved attitudes toward STEM. The percentage of students expressing interest in STEM careers rose from 38% to 68% over the course of the year, with career aspirations spanning engineering, game design, and medical fields. Students also reported gains in 21st-century skills such as teamwork, problem-solving, and communication.

Undergraduate student mentors were involved in curriculum development and workshop facilitation. These students reported increased confidence in supporting high school learners and a deeper appreciation for inclusive STEM education. Teacher participants reported improved comfort and awareness of STEM domains, though some identified challenges in preparing students for workforce readiness—insights that are informing future professional development efforts.

This paper will provide an overview of third-year implementation, including curriculum design, stakeholder engagement, and assessment outcomes. It will offer insights into the impact of informal STEM education and highlight strategies for sustaining student interest and participation in STEM through afterschool community-based programming.

Authors

Dr. Matthew Aldeman http://orcid.org/0000-0002-0482-9794 Illinois State University [biography]

Matthew Aldeman serves as the founding Associate Dean of the ISU College of Engineering, where he leads the first year engineering program and the General Engineering undergraduate major. Prior to the College of Engineering, Aldeman served as an Associate Professor in the ISU Department of Technology, where he taught in the Sustainable & Renewable Energy and Engineering Technology programs and served as program coordinator for the Sustainable & Renewable Energy program. Matt joined the Technology department faculty after working at the ISU Center for Renewable Energy for five years. Before coming to ISU, he worked at General Electric as a wind project site manager at the Grand Ridge and Rail Splitter wind projects in central Illinois. Matt’s experience also includes service in the U.S. Navy as a nuclear propulsion officer, leader of the Reactor Electrical division on the aircraft carrier USS John C. Stennis, and Gunnery Officer on the destroyer USS O'Bannon. Matt is an honors graduate of the U.S. Naval Nuclear Power School and holds a B.S. in Mechanical Engineering from Northwestern University, a Master of Engineering Management from Old Dominion University, and a Ph.D. in Mechanical and Aerospace Engineering from the Illinois Institute of Technology.
Allison Antink-Meyer http://orcid.org/https://0000-0001-8969-1263 University of Missouri - St. Louis [biography]

Allison Antink-Meyer is the E Desmond Lee Endowed Professor of Science Education at the University of Missouri-St. Louis.
Jeritt Williams http://orcid.org/0000-0001-5117-8915 Illinois State University [biography]

Jeritt Williams is an assistant professor of Engineering Technology at Illinois State University, where he teaches applied industrial automation and robotics.
Dr. Jin Ho Jo [biography]

Dr. Jin Ho Jo is a Professor of Technology at Illinois State University, teaching in the Sustainable and Renewable Energy program. Dr. Jo also leads the Sustainable Energy Consortium at the university. Dr. Jo is an honors graduate of Purdue University, where he earned a B.S. in Building Construction Management. He earned his M.S. in Urban Planning from Columbia University, where he investigated critical environmental justice issues in New York City. His 2010 Ph.D. from Arizona State University was the nation’s first in sustainability. His research, which has been widely published, focuses on renewable energy systems and sustainable building strategies to reduce the negative impacts of urbanization.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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