Leveraging Interdisciplinary Projects to Promote Success Among 2YC Students in STEM: The Math Art Design Challenge at Miami Dade College

Program Abstract: Middleton (2013) demonstrated that students’ mathematical motivation, driven by interest, identity, self-efficacy, and utility, significantly impacts cognitive achievement and academic success, especially in community college settings (Reyes, 2010). Community college students often face unique challenges, leading to low self-efficacy and avoidance of math courses (Bahr, 2010; Hughes & Gibbons, 2018; Jiang et al., 2020). To address these issues, Miami Dade College’s Wolfson Campus created the Math Art Design Challenge. This interdisciplinary experiential learning opportunity, funded by STEM Legacy’s COALESCE program, aimed to enhance students' mathematics identity and self-efficacy through the design of math-inspired sculptures. Students participated in faculty-mentored research and professional development, building career competencies outlined by the National Association of Colleges and Employers. By integrating math, art, and architecture, this pilot program sought to broaden participation in STEM and prepare students for careers. It culminated in student presentations of designs based on the Fibonacci sequence, parabolas, and a dodecahedron.