research team to acquire hands-on models that professional studentorganizations could use as a tool to increase engagement. This factor was also studied toascertain any insights into how the models enhanced the experiences of the event. Collegestudents wrote reflections after their interactions. This paper shares how community-engagedactivities not only change attitudes and outreach self-efficacy in all students but also might becritical in self-efficacy and motivation for minority women engineering students.I. IntroductionKennesaw State University (KSU) is thriving with nearly 43,000 students on two metro Atlanta,Georgia campuses. The adoption of strategies like providing incentives, such as scholarships andfinancial aid, for minority
plan to carry out study abroad opportunities, having community partners in eachlocation also allows for justification for travel for students in both the U.S. and India.Actionable changes for leveraging strengths - within or between teams, or in curricula:In addition to questioning short-term interactions and dynamics, and with the intent of challengingunjust systems toward “critical service learning,” [11] it may be helpful to establish social justiceand global relationship-based reflections [6], [7] toward systemic change. It is well establishedthat students cultivate empathy through partner interaction in service-learning projects, which isassessed by regular reflections [12]. Currently, students on the U.S. team are asked to reflect
achievingcommunity engagement long-term goals. To use TOC, the long-term change needs to beidentified and the conditions necessary to achieve the change should be established. The TOCapproach has been used in a wide range of CBR projects, including those focused on healthpromotion and environmental sustainability. However, the difficulty of measuring intangibleoutcomes and the power dynamics between university and community partners can make theevaluation of community engagement challenging (Stoecker et al., 2010).An effective community-university partnership positively impacts students and CBR projectquality. Students involved in CBR engage in active learning. They engage in some activity thatforces them to reflect and think about what they are doing
dispositional changes in STEM self-efficacy and identity.Students completed surveys and reflections at multiple points throughout their internship,including a retrospective pre/post survey capturing dispositional shifts during the experience.The results of the internship experience on student intern participants educational andprofessional plans at the 3 sites are evaluated in this paper. Results show significant gains onitems related to professional discernment (desire to work in a STEM field, use technical skills,on open ended problems for the betterment of society) for participants at all sites. Additionally,there are differences by gender.OverviewBeginning in 2015, the College of Engineering researchers and staff at UNIVERSITYdeveloped, piloted
engineering as a professional wayof being [9] whereas Huff et al. discusses the importance of identity development in early careerengineers [10]. Initial findings from the open-ended questions from the questionnaire fromthematic analysis of the responses are analyzed fully in [2].Though not necessarily foundational to this work, the authors find inspiration from three otherstudies with similar objectives. First, Cech discusses an idea that beliefs of professional work canimpact intra-profession activities in the workplace [11]. Cech reflects that the engineeringideology of technical/social dualism may have a role in the gender wage gap in the field. Inrelation to this study, could involvement in HEPs cause students to reconsider their
ultimately help facilitate more effective interactions betweenacademia and community.One major limitation is evident within the body of outreach literature. The vast majority ofoutreach literature has historically addressed outreach in a top-down manner where academia isdelivering knowledge in a one-way exchange to recipients. Relatively recently, the research hasbeen reflecting the validity of the knowledge and expertise non-academic communities alreadyhold and that outreach should be a two-way exchange of knowledge. [8], [9]Additionally, most outreach studies focus on outcomes surrounding the recipients of outreachevents. [10] We aim to focus on the other side of outreach: those who participate in facilitatingthe outreach. This will act as a first
these participants. We will also enhanceour recruiting strategies and assess what prevents students from volunteering. We will continueto expand our data size and we will continue to collaborate with more local community partnersand student organizations within Wright College to organize volunteering opportunities. Withmore activities and larger data size, we will compare the impact of all terms on the STEMidentity and STEM efficacy of volunteers.V. ACKNOWLEDGEMENTSThis material is based upon work supported by the National Science Foundation under Grant No.DUE-1832553. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience
through avariety of roles and organizations. By using multiple survey items in our analysis, we are able tooffer a more sophisticated map that better reflects the complex array of nodes through whichvaluable resources like E-Corps become accessible to communities. Then, our interpretation ofqualitative items informed on the specific ways the flow of information worked through thenetworks. This offers an informed point of departure for other, more sophisticated analyses tomap the complex array through which people come to take part in consequential resources,including environmental remediation programming available through Project Local. A limitation on interpretation, the composition of the sample does not necessarily meanthat the