Aruch, M., & Tomblin, D., & Mogul, N. F. (2018, June), Engagement in Practice: Tensions and Progressions of a Robotics Service-learning Program  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30393

\bibitem{asee_peer_30393}
  Aruch, M., \& Tomblin, D., \& Mogul, N. F. (2018, June), \emph{Engagement in Practice: Tensions and Progressions of a Robotics Service-learning Program}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30393

Matthew Aruch, David Tomblin, and Nicole Farkas Mogul.  "Engagement in Practice: Tensions and Progressions of a Robotics Service-learning Program".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30393 Internet.  13 Dec, 2024

\bibitem{asee_peer_30393}
  Matthew Aruch, David Tomblin, and Nicole Farkas Mogul.
  "Engagement in Practice: Tensions and Progressions of a Robotics Service-learning Program".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30393 Internet.  13 Dec, 2024

@INPROCEEDINGS{asee_peer_30393
author = "Matthew Aruch, David Tomblin, and Nicole Farkas Mogul"
title = "Engagement in Practice: Tensions and Progressions of a Robotics Service-learning Program"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30393}
number = {10.18260/1-2--30393}
}

TY  - CPAPER
AB  - Background 
The Science Technology and Society (STS) Program is an engineering affiliated undergraduate living-learning program emphasizing community engagement and service. To match student experience and interests in robotics with requests from nearby schools seeking STEM education programming, STS piloted a robotics service-learning course and program at a nearby high school in Fall 2011. Since 2011, the robotics program has grown to include 10 sites that include community centers, elementary, middle and high schools. 

Project design and execution
Each semester, teams of 3-5 undergraduate students lead during or after school robotics clubs at K-12 schools. Platforms include Lego NXT and EV3, Vex or FRC depending on the location. In addition to the service component undergraduate students take a course and learn about Contemporary issues in STEM education. Since 2011, the program has moved through four distinct, but overlapping phases that include: 1) Program pilot/ launch → 2) Program expansion → 3) Curriculum redesign → 4) Program stability. 

Lessons learned 
As the program evolved, tensions emerged in both design and implementation. Some tensions for discussion include: 
•	Course content for university students – theory vs. practice;
•	Robotics curriculum for K-12 students – scripted vs. open, process vs. outcome;
•	University student learning vs. K-12 student learning;
•	Community partner/ teacher involvement at the service site;
•	Amount of time for service;
•	Numbers for participation;
•	Model of service – volunteerism vs. service-learning vs. critical service-learning;
•	Strategic partnerships beyond the K-12 service sites.

Conclusions and next steps
Although the program has become a successful and sustainable part of the STS curriculum and STEM programming for public schools, there has been little systematic data collection or evaluation of program outcomes for either the undergraduate or K-12 students. Our next steps hope to develop our curriculum to reinforce our community partnerships as well as research and evaluate the impacts of the program.

AU  - Matthew Aruch
AU  - David Tomblin
AU  - Nicole Farkas Mogul
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Engagement in Practice: Tensions and Progressions of a Robotics Service-learning Program
UR  - https://peer.asee.org/30393
DO  - 10.18260/1-2--30393
ER  -