Specifically, students reported positive benefits to their communication, teamwork and networking, and design skills. Our findings show that students who facilitated physics outreach programs positively developed their physics identity, experienced increased sense of belonging to the physics community, and developed 21st century career skills. To examine interviews, we employed a framework based on situated learning theory and the Dynamic Systems Model of Role Identity. We employed a mixed methods study combining a survey instrument (117 responses) and interviews (35) with current and former undergraduate and graduate students who participated in five outreach programs through a physics and astronomy department at a large land-grant university. In this study, we adopt a student-focused investigation to explore the effects of outreach programs on dimensions of physics identity, sense of community, 21st century skill development, and motivation. Prior studies have suggested a positive link between participation in informal physics outreach programs and the development of a student's physics identity and self-efficacy. Physics outreach programs provide a critical context for informal experiences that promote the transition from new student to contributing physicist.
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