  Physics outreach programs provide a critical context for informal experiences
that promote the transition from new student to contributing physicist. 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 [1,2]. 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. 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. To examine
interviews, we employed a framework based on situated learning theory and the
Dynamic Systems Model of Role Identity. 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. Specifically, students reported
positive benefits to their communication, teamwork and networking, and design
skills. The benefits of these outreach programs can be achieved by departments
of any size without significant commitment of funds or changes to curriculum.
