2025 ASEE Annual Conference & Exposition

Engagement in Practice to Expand Engineering Education: Collaborative Reflection on the Evolution of a Community of Practice

Presented at Engagement in Practice: Bridging Engineering Education and Community Impact through Collaborative Design and Construction

The [Community-Based Organization] has a unique educational model that engages vulnerable youth using Localized Engineering Education as a problem-solving tool. Students are taught to identify problems in our community, and develop solutions to address these challenges. In this paper, we present an innovative approach to community engagement in engineering education, where students, teachers, as well as intended beneficiaries of engineered solutions are from the same community in Eldoret, Kenya.
The core of this localized approach to community-engaged engineering education is our Community of Practice (COP). We started in 2017, with only three teachers, and the goal of teaching Localized Engineering Education (LEE) for community problem-solving. Teachers from [Community-Based Organization] and researchers from [U.S. University] used three strategies to establish the COP and foster its development. These were reflective practice, action research, and mentorship to build the capacity of untrained teachers. The team has grown and now comprises eleven members: technical instructors from trade courses at the school, non-technical teachers, and social workers supporting students at the school.
The project design phase begins with problem identification, where community needs, local industries, and infrastructural gaps are assessed by students. Input from local stakeholders - such as community leaders, students and government agencies, plays a critical role in shaping the engineering content. The curriculum is then customized by the CoP to reflect these local realities, focusing on practical, hands-on learning that utilizes locally available materials and resources. Instructors guide students through real-world engineering challenges, encouraging innovation and entrepreneurship. Collaboration between students, COP teachers, and the community members ensures that the projects not only provide technical education but also foster social reintegration, especially for marginalized students. This approach bridges the gap between theory and practice, ultimately contributing to socio-economic development and sustainable engineering solutions through use of locally available materials.
In this paper, we share the lessons learned from the evolution of our COP to teach community-engaged and localized engineering. We find that localizing the curriculum helps scaffold engineering content, and makes it more engaging for students. Collaborative and iterative curriculum design is energizing for the teachers since they have agency to tailor the curriculum. This work uncovers the motivations that drive teachers to remain engaged in the CoP and continue facilitating engineering education despite limited resources and contextual challenges. It also highlights strategies that have sustained the CoP’s expansion.
Some of the next steps involve continuous assessments of the curriculum to get it approved by the accreditation agency in Kenya, integration concepts of socio-emotional learning into the curriculum, and mentoring for new teachers in the program. We also hope to secure funding for capacity building and professional development support for the instructors as a way to improve on both their engineering knowledge and skills hence improving the content delivery in class. In this paper, we explore the evolution of the CoP through a reflective lens, and this case study offers valuable insights into the power of community-engaged engineering education. It also emphasizes the potential of this model to adapt to the unique educational and cultural needs of different communities.

Authors

Ms. Sally Njoki Kimani Tumaini Innovation Center [biography]

Sally N. Kimani has over 7 years experience working with at -risk and out-of-school youth in an alternative school called Tumaini Innovation Center. Currently, Sally is the Program Coordinator at Tumaini and is also an engineering educator at Tumaini. In addition to teaching technical and vocational classes, she also leads the community of practice of teachers in community-engaged research and teaches vocational students to use their skills in solving community challenges using the innovative tablet-based Engineering curriculum that has resulted in numerous projects, one being on designing a solar alert security system for low and middle income earners. Driven by her commitment to children's right and community development, Sally hopes to have a model for rehabilitation for street youth and families that equips them with livelihoods skills and restores the dignity of the youths to become acceptable members of the society.Sally holds a Bachelor’s Degree in Economics from Moi University, Eldoret, focusing on system developments and models for the economy.Sally is a YALI RLC East Africa fellow and in 2022 was selected by Theirworld as a Global Youth Ambassador for education for marginalized populations.
Ms. Mary Wambui Muigai BSc. (Information Technology) – Ongoing Tumaini Innovation Center [biography]

Mary W. Muigai is a dedicated and results-oriented Information and Communication Technology (ICT) professional with a strong foundation in software development, systems administration, and project coordination. Currently serving as a Project and ICT Officer at Tumaini Innovation Center in Eldoret, Kenya, Mary plays a key role in managing IT infrastructure, providing technical support, and overseeing the implementation of ICT projects that impact local communities.
With a background that spans practical training at Amtec Technologies Ltd and volunteer experience at St. Luke’s Orthopaedic and Trauma Hospital, she brings hands-on expertise in network setup, system troubleshooting, and ICT support. Mary is proficient in multiple programming languages and tools, including Java, C++, PHP, JavaScript, MySQL, Apache, and Microsoft SQL Server.
Mary is pursuing a Bachelor of Science in Information Technology from the University of Eldoret and holds both a Diploma and Craft Certificate in ICT from RVTTI-Eldoret. Known for her strong work ethic, problem-solving abilities, and collaborative spirit, she is passionate about leveraging technology to drive positive change.
Her interests extend beyond the workplace into volunteering, community engagement, and exploring tech innovations. She thrives in dynamic environments where technology meets real-world challenges.
Ms. Claudia Chebet Chemweno Tumaini Innovation Center [biography]

Claudia Chebet Chemweno serves as a counselor and the Head of Work Readiness and Placement at Tumaini Innovation Center. Driven by a passion for integrating wellness into education, she aims to embed Social Emotional Learning (SEL) competencies into engineering education through a Community of Practice. Her goal is to enhance students' ability to navigate academic challenges and contribute to a more holistic and effective approach to engineering education.
Dr. Dhinesh Balaji Radhakrishnan http://orcid.org/0000-0001-6959-196X Purdue University at West Lafayette (PWL) (COE) [biography]

Dr. Dhinesh Radhakrishnan is a Research Scientist at Purdue University’s School of Engineering Education. His research focuses on participatory and community-driven approaches to engineering education, particularly in displacement and marginalized contexts. He has led research and educational initiatives in Kenya, Uganda, Jordan, Zimbabwe, Senegal, and the U.S., co-developing the Localized Engineering in Displacement (LED) program. His doctoral dissertation explored how a Community of Practice (CoP) approach can engage informal educators in Kenya to co-design and teach community-centered engineering education. Currently, he co-leads a reciprocal innovation initiative that bridges CoPs across diverse countries and contexts. His work examines how local engineering knowledge is recognized, revitalized, and integrated into technical education and workforce development, fostering more inclusive and culturally responsive learning models.
Dr. Nrupaja Bhide Purdue University at West Lafayette (PPI) [biography]

Nrupaja is a recent Ph.D. graduate from School of Engineering Education at Purdue University. She is interested in exploring how local knowledge can be centered in STEM curricula.
Prof. Jennifer Deboer http://orcid.org/0000-0003-0877-6244 Purdue University at West Lafayette (PWL) (COE) [biography]

Jennifer DeBoer is currently Assistant Professor of Engineering Education at Purdue University. Her research focuses on international education systems, individual and social development, technology use and STEM learning, and educational environments for

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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