Ducks and Diversity: Expanding Pre-College Engineering Participation through Themed STEM Fairs

Douglas Yung

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: Engaging and Empowering K-12 Students through Collaborative STEM Projects and Inclusive Outreach
Tagged Division: Pre-College Engineering Education Division (PCEE)
Tagged Topic: Diversity
Page Count: 16
Permanent URL: https://peer.asee.org/56308

Paper Authors

biography

Douglas Yung Syracuse University orcid.org/0000-0002-2005-9478

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Dr. Douglas Yung is an Associate Teaching Professor and Program Director in the bioengineering undergraduate program at Syracuse University, where he has made a significant impact through his teaching, research, and community outreach efforts. With a research focus on interfacing microbes with engineering tools at the micro- and nano-scale, Dr. Yung is exploring methods to rapidly assess the viability of superbugs and harness energy from extremophiles using advanced electrochemical, optical, and MEMS devices.
A champion of diversity and equity in engineering education, Dr. Yung has designed innovative curricula that integrate project-based learning, hands-on activities, and peer collaboration. He is a strong advocate for incorporating disability perspectives in biomedical engineering, aiming to train a generation of engineers who are equipped to tackle accessibility challenges in healthcare technology.
Dr. Yung’s commitment to STEM outreach is evidenced by his extensive work with underrepresented K-12 students in Central New York. Through various programs, including those at La Casita Cultural Center and local schools, he has fostered a love for science and engineering in young minds, providing over 300 hours of instruction. His dedication to equitable education extends to developing initiatives that engage students from all backgrounds, and his efforts have earned him the Chancellor’s Excellence in Citation Award at Syracuse University.
In addition to his academic duties, Dr. Yung is an active leader in promoting humanitarian engineering, emphasizing the importance of socially inclusive and sustainable engineering solutions in his teaching. He has collaborated on various projects aimed at addressing the needs of marginalized communities and has led numerous outreach activities to expose high school students to biomedical engineering.
Dr. Yung's contributions to education and outreach have been widely recognized, including receiving the College Educator of the Year Award (2022) and STEM Outreach Award (2024) by the Technology Alliance of Central New York.

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Abstract

This study explores the impact of themed, hands-on STEM fairs in expanding engineering participation among underrepresented K-12 students by fostering engagement and self-efficacy. Situated within the broader field of STEM engagement research, this work contributes insights into how culturally resonant, informal learning environments enhance STEM interest and confidence. Specifically, it examines the "United We End Racism" STEM Fair, where interactive, duck-themed stations, such as “Splash Shield: Duckling Drop Engineering” and “Quake-Proof Quacks: Duck House Design,” serve as mechanisms for engagement. These activities introduce engineering principles, including surface tension, biomimicry, material science, and structural engineering, in an accessible and relatable manner, aligning with diversity and inclusion efforts in STEM education. A mixed-methods approach was employed to assess the fair’s impact. The study involved a diverse cohort of K-12 students from underrepresented backgrounds. Data collection methods included pre- and post-event surveys to measure shifts in STEM confidence and interest, observational analyses of student engagement, collaboration, and problem-solving behaviors, and embedded knowledge checks to evaluate comprehension of engineering concepts. The findings highlight high engagement rates, with 85% of participants actively interacting with multiple stations. Qualitative feedback underscores the effectiveness of integrating social justice themes, such as disaster resilience, in making STEM education culturally relevant and inclusive. Educators and parents reported that the thematic activities enhanced students’ ability to connect STEM principles to real-world challenges, reinforcing the value of hands-on, contextualized learning experiences. Additionally, this study explores the scalability and cost-effectiveness of themed STEM outreach, providing insights into best practices for implementation in low-resource settings. By demonstrating how culturally relevant, gamified engineering challenges foster both engagement and STEM self-efficacy, this research offers a framework for designing inclusive STEM education initiatives that inspire long-term interest and participation among underrepresented students.

Citation
Format

Yung, D. (2025, June), Ducks and Diversity: Expanding Pre-College Engineering Participation through Themed STEM Fairs Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56308

TY  - CPAPER
AB  - This study explores the impact of themed, hands-on STEM fairs in expanding engineering participation among underrepresented K-12 students by fostering engagement and self-efficacy. Situated within the broader field of STEM engagement research, this work contributes insights into how culturally resonant, informal learning environments enhance STEM interest and confidence. Specifically, it examines the &quot;United We End Racism&quot; STEM Fair, where interactive, duck-themed stations, such as “Splash Shield: Duckling Drop Engineering” and “Quake-Proof Quacks: Duck House Design,” serve as mechanisms for engagement. These activities introduce engineering principles, including surface tension, biomimicry, material science, and structural engineering, in an accessible and relatable manner, aligning with diversity and inclusion efforts in STEM education.
A mixed-methods approach was employed to assess the fair’s impact. The study involved a diverse cohort of K-12 students from underrepresented backgrounds. Data collection methods included pre- and post-event surveys to measure shifts in STEM confidence and interest, observational analyses of student engagement, collaboration, and problem-solving behaviors, and embedded knowledge checks to evaluate comprehension of engineering concepts. The findings highlight high engagement rates, with 85% of participants actively interacting with multiple stations. Qualitative feedback underscores the effectiveness of integrating social justice themes, such as disaster resilience, in making STEM education culturally relevant and inclusive. Educators and parents reported that the thematic activities enhanced students’ ability to connect STEM principles to real-world challenges, reinforcing the value of hands-on, contextualized learning experiences.
Additionally, this study explores the scalability and cost-effectiveness of themed STEM outreach, providing insights into best practices for implementation in low-resource settings. By demonstrating how culturally relevant, gamified engineering challenges foster both engagement and STEM self-efficacy, this research offers a framework for designing inclusive STEM education initiatives that inspire long-term interest and participation among underrepresented students.

AU  - Douglas Yung
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Ducks and Diversity: Expanding Pre-College Engineering Participation through Themed STEM Fairs
UR  - https://peer.asee.org/56308
ER  -