2026 ASEE Annual Conference & Exposition

A unique program partners university students to mentor rural secondary students with a goal toward building science and engineering identity and supporting learning. High school students in STEM courses at rural schools complete open-ended inquiry-based projects using air or soil quality monitors. In Spring 2025 the program was integrated into 28 STEM classes across 11 schools, with about 574 secondary students mentored by 30 engineering college students receiving course credit for their engagement. The program has been growing and improving since 2013 based on feedback from the program coordinators, classroom observations, surveys of the college mentors, and focus groups with the college mentors. Spring 2025 was the first year that significant evaluation data were available from the secondary school students. Students at 7 schools completed a pre-retrospective / post survey. Science identity increased on the post-survey among students at 6 of the schools, with gains in science interest at 6 schools, performance competence at 4 schools, and recognition at 4 schools. Engineering interest and confidence to learn engineering increased at only 3 schools. Gender differences were found, with female students lower than male students in their overall science identity and engineering interest. There was generally strong agreement among the high school students that the university mentors helped them be successful in their air or soil quality projects, although agreement was significantly lower at one school. The results demonstrate that the program which leveraged place-based inquiry learning projects mentored by engineering college students increased the science identity of many of the secondary students. Program changes are in-progress in attempts to bolster engineering interest and confidence.