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Despite well-intentioned efforts, our nation’s education system is still not proficiently arming our K-12 students with the tools to succeed and compete in science, technology, engineering, and math (STEM) fields. To help close achievement gaps, engineering in K-12 classrooms offers a real-world application of the fundamental science and math principles that students learn throughout their STEM education. K-12 engineering efforts are increasing around the nation, often grounded in current research on inquiryand project-based learning, which has become popular as a result of the research in neuroscience and psychology on cognitive development. The past decade’s increase in projectbased instructional methods in K-12 education has researchers touting its success as a catalyst for increasing student learning of basic skills, complex problem solving, as well as professional skills and creativity. As a result, the K-12 engineering community has tailored project-based engineering design experiences—or, commonly known as PBL—for K-12 audiences. Projectbased service-learning (PBSL) design experiences reportedly offer an added benefit of providing students with meaningful learning experiences in a community-based, (oftentimes local) context. Our analysis supports PBSL engineering design instruction as an intervention to increase high school student attitudes towards engineering and possible persistence into engineering undergraduate enrollment. This paper examines the impact of PBSL in existing high school engineering design courses. Specifically, we compared one section of a 10 th grade Creative Engineering Design course at a partner high school course engaged in PBSL projects with two separate sections of the course engaged in non-service learning PBL projects at the same school, during the same semester. Using multiple quantitative data analysis methods informed by current education research, we analyzed how the context of PBSL engineering impacts students’ attitudes and efficacy with regard to engineering and community service. We also examined any differential impacts on students by gender and ethnicity. Specifically this research paper addresses, ―When compared to conventional design experiences, do PBSL design opportunities significantly increase K-12 student identity and interest in engineering futures, and, if so, are certain groups differentially affected?‖ Why Project-Based Service-Learning? Today’s youth want to make a difference. They want to shape the world and see their dreams become reality. 1 Retaining the interest of women and students of color in engineering is reported to improve at the K-12 and undergraduate levels when subject matter is placed in a social context and cooperative, interdisciplinary approaches to problems focus on holistic and global impacts. 2–

K-12 Engineering for Service: Do Project-based Service-learning Design Experiences Impact Attitudes in High School Engineering Students?