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A major goal in Engineering training in the U.S. is to continue to both grow and diversify the field. Project- and service-based forms of experiential, problem-based learning are often implemented with this as a goal, and Engineering Projects in Community Service (EPICS) High is one of the more well-regarded and widely implemented. Yet, the evidence based on if and how participation in such programs shapes student intentions and commitment to STEM pathways is currently limited, most especially for pre-college programming. This study asks: How do high school students’ engineering mindsets and their views of engineering/engineers change as they participate in project–service learning (as implemented through an EPICS High curriculum)? This study employed a mixed method design, combining pre- and post-test survey data that were collected from 259 matched students (63% minority, 43% women) enrolling in EPICS High (total of 536 completed pre-tests, 375 completed post-tests) alongside systematic ethnographic analysis of participant observation data conducted in the same 13 socioeconomically diverse schools over a two-year period. Statistical analyses showed that participants score highly on engineering-related concepts and attitudes at both pre- and post-test. These did not change significantly as a result of participation. However, we detected nuanced but potentially important changes in student perspectives and meaning, such as shifting perceptions of engineering and gaining key transversal skills. The value of participation to participants was connected to changes in the meaning of commitments to pursue engineering/STEM. 

Engineering Projects in Community Service (EPICS) High utilizes human-centered design processes to teach high school students how to develop solutions to real-world problems within their communities. The goals of EPICS High are to utilize both principles from engineering and social entrepreneurship to engage high and middle school students as problem-solvers and spark interest in STEM careers. Recently, the Cisco corporate advised fund at the Silicon Valley Community Foundation, granted Arizona State University funds to expand EPICS High to underrepresented students and study the student outcomes from participation in this innovative program. In this exploratory study we combined qualitative methods—in person observations and informal interviews—along with pre and post surveys with high school students, to answer the questions: What skills do students gain and how does their mindset about engineering entrepreneurship develop through participation in EPICS High? Research took place in Title I schools (meaning they have a high number of students from low-income families) as well as non-Title I schools. Our preliminary results show that students made gains in the following areas: their attitudes toward engineering; ability to improve upon existing ideas; incorporating stakeholders; overcoming obstacles; social responsibility; and appreciation of multiple perspectives when solving engineering problems. While males have better baseline scores for most measures, females tend to have the most growth in many of these areas. We conclude that these initial measures show positive outcomes for students participating in EPICS High, and provide questions for further research.