4-H Engineering Design Challenge Program: Engaging Youth in STEM Learning

Abstract

The University of Minnesota 4-H Engineering Design Challenge program is an experiential learning opportunity in which youth work with adult volunteers to create Rube Goldberg influenced machines to address real-world issues. The program components are designed to help youth develop STEM work skills using an Engineering Design Process, increase interest in STEM content knowledge, and explore STEM career interests/aspirations. Evaluation indicates a majority of participants learn the engineering design process, principles of mechanical engineering, teamwork, public speaking, and problem solving. Programmatic outcomes and supports provide for the successful replication, adaptation, and implementation in both formal and non-formal learning environments. INTRODUCTION The University of Minnesota 4-H Engineering Design Challenge (EDC) program engages youth in problem solving as they design and create a Rube Goldberg-influenced machine. Youth practice an engineering design process, increase interest in STEM content knowledge, explore STEM career interests/aspirations, and develop STEM work skills. Research suggests that nonformal/out-of-school educational settings, such as 4-H, are important to address science, technology, engineering, and math (STEM) learning needs (Bell et al., 2009; Krishnamurthi et al., 2014; Meyer et al., 2010; Smith et al., 2004). Extension, including 4-H, plays a vital role in educational reform that excites and trains a diverse, next-generation STEM literate workforce (Meyer et al., 2014; Heck et al., 2012; Kraft, 1999). Educators have mobilized at the national and state level to meet the call to increase youth interest and achievement in STEM fields. Minnesota 4-H decided to prioritize engineering design, creating a new program that aligns with the Next Generation Science Standards (Minnesota Standards: Science K–12, 2009; National Research Council, 2013). PROGRAM DESCRIPTION The EDC program is an intensive learning experience of limited duration (two to six months). Youth in grades three through twelve work in teams of three to ten to design and create a multi-step machine. EDC machines use a series of chain-reaction steps that culminate in accomplishing a two-step task connected to solving a real-world issue. The program continues to evolve since its beginning in 2014; see Table 1 for examples of recent challenges. The program offers a Level 1 and Level 2 option for teams. In Level 1, teams create machines using mechanical engineering. In Level 2, machines must include four types of engineering including mechanical, chemical, electrical, and fluid power. All teams use simple machines, including inclined planes, levers, wedges, wheels and axles, pulleys, and screws to create their machines. In the EDC program, youth use an engineering design process model as a step-by-step approach to learning (Figure 1). This is a decision-making process, typically iterative, in which the basic science, math, and engineering concepts are applied to develop optimal solutions to meet a determined objective (Mangold & Robinson, 2013). The engineering design process incorporates a design cycle process model as outlined in the Next Generation Science Standards.