The effect of authentic project‐based learning on attitudes and career aspirations in STEM

TLDR

Engaging college students in client‑centered STEM projects may boost interest in STEM careers, but this relationship remains uncertain. This study examined whether project‑based learning courses influence students’ attitudes, major selection, and career aspirations in STEM. Using expectancy‑value and social‑cognitive career choice frameworks, a quasi‑experimental design with 492 natural science and engineering students assessed the impact of at least one authentic project‑based course in the first four semesters, mediating effects through STEM self‑efficacy, task value, and cost, while also considering gender and minority status. Participation in a project‑based course improved students’ perceptions of STEM skills, the utility value of STEM courses, and career aspirations, with these effects mediated by skill and utility perceptions and unaffected by race or gender, underscoring PjBL’s potential to engage students in STEM professions.

Abstract

Abstract Can engaging college students in client‐centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project‐based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy‐value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project‐based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi‐experimental study with a sample of ( N = 492) natural science and engineering students. STEM self‐efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project‐based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project‐based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project‐based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.