Board 368: Replicating the Community-Engaged Educational Ecosystem – Differences in Outcomes Across Students
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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June 26, 2024
- Conference Session
- Tagged Topics
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Diversity and NSF Grantees Poster Session
- Page Count
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14
- DOI
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10.18260/1-2--46951
- Permanent URL
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https://peer.asee.org/46951
- Download Count
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98
Paper Authors
Danielle Wood University of Notre Dame
Dr. Wood received her M.S. and Ph.D. from the University of Wisconsin-Madison and her B.S. from Purdue University. She is a transdisciplinary researcher, with research interests including evaluation in complex settings, community engagement and co-production, and research translation at the socio-technical nexus.
Hazel Marie Youngstown State University
Hazel Marie, Ph.D., P.E. received her B.S. in mechanical engineering from the University of Texas in Austin, her M.S. from Youngstown State University, and her Ph.D. from the University of Akron. She is currently Professor of Mechanical Engineering
Faisal Aqlan
University of Louisville
orcid.org/0000-0002-0695-5364
Dr. Faisal Aqlan is an Associate Professor of Industrial Engineering at The University of Louisville. He received his Ph.D. in Industrial and Systems Engineering form The State University of New York at Binghamton.
Jay B. Brockman University of Notre Dame
Dr. Jay Brockman is the Associate Dean of Engineering for Experiential Learning and Community Engagement. He received his Ph.D. in Computer Engineering from Carnegie Mellon University and previously worked for Intel Corporation. He is also a founder of
Kerry Meyers University of Notre Dame
Dr. Kerry Meyers holds a Ph.D. in Engineering Education (B.S. & M.S. Mechanical Engineering) and is specifically focused on programs that influence student’s experience, affect retention rates, and the factors that determine the overall long term succes
Abstract
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.
Wood, D., & Marie, H., & Aqlan, F., & Brockman, J. B., & Meyers, K. (2024, June), Board 368: Replicating the Community-Engaged Educational Ecosystem – Differences in Outcomes Across Students Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46951
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