Baltimore , Maryland
June 25, 2023
June 25, 2023
June 28, 2023
Diversity and NSF Grantees Poster Session
13
10.18260/1-2--43053
https://peer.asee.org/43053
257
Associate Director for Research, Center for Civic Innovation
Dr. Wood received her M.S.and Ph.D. from the University of Wisconsin-Madison and holds her B.S. from Purdue University. She is a transdisciplinary researcher, with research interests including community engagement, evaluation in complex settings, and translational work at the socio-technical nexus.
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 an Assistant Professor of Mechanical Engi
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.
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
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
In our highly mobile and global economy, STEM-related employment is key to stabilizing and rebuilding our middle class. Attrition in STEM fields, however, is disproportionately high at all educational levels for women, African Americans, Latinos, and people from low-income families. Compounding these challenges, many places in the United States struggle more than others to attract, develop, and retain STEM skills in their workforce. These cities often have poverty rates double the national average, lower educational attainment, and larger percentages of those underrepresented in STEM. So, while attraction, motivation, and retention in STEM disciplines are a national imperative, their importance within these regions is particularly acute. This poster and paper present the findings from the replication of a community-engaged educational ecosystem – as a STEM learning ‘commons’ – for delivering integrated high-impact pedagogical practices as a paid internship. The initial pilot that informs this replication effort targeted challenges with which many deindustrialized cities struggle – STEM knowledge and skills, talent retention, workforce readiness, and community engagement and vitality. The multi-year study uses a convergent mixed-methods design and collects qualitative and quantitative data throughout the summer immersion. Using data from the pilot site and the first year of the two replication sites, this poster and paper will focus on quantitative findings on a few key areas – including self-efficacy in STEM and place attachment as intermediate metrics toward the goal of rebuilding Midwestern cities.
Wood, D., & Marie, H., & Aqlan, F., & Brockman, J. B., & Lapsley, D., & Meyers, K., & LaPorte, E. C., & Bello, K. O. (2023, June), Board 374: Replicating a Community-Engaged Educational Ecosystem: First-Year Findings Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43053
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