2026 ASEE Annual Conference & Exposition

Introduction: Early exposure to hands-on learning in Science, Technology, Engineering, and Mathematics (STEM) plays a critical role in shaping students’ academic interests and career trajectories. Summer programs that integrate technical instruction with real-world applications are a promising strategy for fostering STEM engagement, especially as the demand for skilled professionals in engineering and healthcare grows. In response, XXX University developed the Digital Health Young Scholars Summer Program, a three-week program aimed at high school and community college students. The program immersed participants in applied learning across digital circuitry, computer science, and engineering, with a focus on healthcare innovation. The goal of this study is to examine student perceptions of the program’s effectiveness. This study is guided by the following research question: How do students perceive the effectiveness of the program in helping them learn and apply concepts in digital circuitry, computer science, physics, and engineering? Theoretical Framework: This study is grounded in Kolb’s Experiential Learning Theory, which posits that knowledge is created through experience and that meaningful learning occurs through a cycle of "doing," followed by reflection and conceptualization. The Digital Health Program incorporated hands-on projects to foster critical thinking and deeper engagement with technical content. Methods: The program took place in July 2025 and served 29 students (15 high school, 14 community college) from the Greater Houston Area. On the final day, students completed a post-program survey. The survey included 13 quantitative items and two open-ended questions assessing satisfaction and program effectiveness. Quantitative data were analyzed using descriptive statistics, and qualitative responses were coded for recurring themes. Additionally, students completed the validated AABC instrument to assess Arduino coding skills before and after the program. The instrument included 15 items, each worth one point, with a maximum score of 15. Results: Students reported high levels of satisfaction with the program, with 83% of respondents indicating they were fully satisfied with the program. In the open-ended responses, many highlighted the value of hands-on Arduino and circuitry activities, real-world health applications, and the supportive learning environment. Notably, 79% of respondents reported that participating in the program influenced their decision to pursue a degree in computer science or engineering. A paired t-test revealed that AABC scores significantly improved from pre-test (M=4.48, SD=3.09) to post-test (M=8.59, SD=3.20 ), t(df) = 5.87(28), p < .001, indicating substantial gains in coding proficiency. Qualitative responses revealed that students appreciated the program’s practical approach and felt more confident in their STEM abilities. Discussion: The results suggest that the program was effective in enhancing technical skills and fostering interest in STEM careers. The integration of health applications likely contributed to the program’s relevance and findings support experiential learning as a valuable model for STEM outreach and education. Conclusion: The Digital Health Program demonstrated a strong impact on technical skill development, and career interest. Students also reported enjoying its hands-on structure and real-world focus. The findings from this study highlight the promise of interdisciplinary, application-driven programs in preparing students for future STEM pathways.