In the second year of a replication in two new cities, this paper examines two years of data on the Community-Engaged Educational Ecosystem model (C-EEEM) in three regions in different Midwestern states. Cities in the deindustrialized Midwest often have higher percentages of those underrepresented in STEM, including low socio-economic status (LSES) and underrepresented minorities (URM); this makes it difficult for them to develop and retain STEM skills in the workforce, critical to rebuilding their communities in the Digital Age.
Broadly, C-EEEM can be viewed as a STEM learning ‘commons’ for delivering high-impact educational practices, particularly for LSES and URM, while showing broader impacts in neighborhoods, industry, and attraction to the region. It is based on a pilot program that targets deficits with which many regions of the deindustrialized Midwest struggle – community engagement, as well as knowledge, skills, and capacities to for economic redevelopment. Through a careful curriculum that centers on community-driven, strategically developed projects in critical areas for these communities (e.g., affordable housing, sustainability and resilience, health equity, and government efficiency) high school and college students work in interdisciplinary teams with a high degree of autonomy.
The C-EEEM has shown outcomes across all areas of interest – particularly student and community. Findings from first two years of the pilot region and the two replication sites are presented, with particular attention to underrepresented subgroups in STEM.
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