2024 ASEE Annual Conference & Exposition

Board 368: Replicating the Community-Engaged Educational Ecosystem – Differences in Outcomes Across Students

Presented at NSF Grantees Poster Session

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.

Authors
  1. Dr. Danielle Wood University of Notre Dame [biography]
  2. Dr. Hazel Marie Youngstown State University [biography]
  3. Dr. Jay B. Brockman University of Notre Dame [biography]
  4. Dr. Kerry Meyers University of Notre Dame [biography]
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