2026 ASEE Annual Conference & Exposition

The adoption of new science and engineering standards marks a statewide effort to make engineering thinking accessible to all students in Texas. These standards emphasize active inquiry and design-based learning, creating new opportunities to understand how such approaches influence student learning and motivation in informal pre-college settings. This quantitative study examines how the new science and engineering standards might influence student learning and motivation within a summer intensive pre-engineering program designed to foster early interest and confidence in science and engineering. The Dr. Manuel P. Berriozabal Prefreshman Engineering Program (PREP) typically supports more than 400 middle and high school students per year in a major Texas city. Throughout the five-week program, students, ages 11 to 17 years and enrolled in grades 7 through 12 from multiple surrounding local school districts, participate in an intensive academic experience. Anchored in a holistic educational model, the program combines rigorous academics with career exploration, cultural connection, and active engagement in pre-engineering learning experiences. Students engage in inquiry-based modules aligned to state science and engineering standards, integrating science and engineering concepts through authentic, hands-on applications.

This research focuses on matched pre- and post-survey responses from over 400 participants across one summer season. This study addressed two primary research questions: (1) To what extent do students attribute changes in student motivation and interest in science, technology, engineering, and mathematics (STEM) content areas to their participation in the summer pre-engineering program? and (2) What early measures of student motivation, self-efficacy, and engagement during the summer pre-engineering program are associated with sustained interest and persistence in STEM pathways? The student study sample consisted of 49% Hispanic, 12% White non-Hispanic, and 40% from other racial/ethnic backgrounds. Pre- and post-program survey data was used in preliminary analyses. Initial findings indicate positive shifts in students’ self-efficacy, understanding of engineering design, and motivation to pursue STEM coursework. Future work will include longitudinal tracking to assess sustained impacts on students’ STEM identity, academic pathways, and career aspirations. Qualitative data will also be collected through student interviews and classroom observations to provide deeper insight into the learning experience. Findings will inform ongoing efforts to align pre-college engineering programs with evolving K-12 standards and contribute to a broader understanding of motivation and learning in informal STEM education.