Redefining success: Design of short-format engineering contests for maximal learning

Engineering contests are a popular way to make Science, Technology, Engineering and Mathematics (STEM) classes exciting. However, care must be taken to maximize learning. Subtle changes can mean the difference between a contest that spurs a great deal of learning and one that does not. The authors are currently teaching an innovative hands-on high school engineering program in the metropolitan New York area at seven pilot schools. The authors have run a number of short-form contests as part of this curriculum, and a number of others in the past. We analyze different features of engineering contests we have used and discuss which features maximize educational impact and understanding.