Oakes, W. C., & Dexter, P., & Hunter, J., & Baygents, J. C., & Thompson, M. G. (2012, June), Early Engineering through Service-learning:  Adapting a University Model to High School  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21242

\bibitem{asee_peer_21242}
  Oakes, W. C., \& Dexter, P., \& Hunter, J., \& Baygents, J. C., \& Thompson, M. G. (2012, June), \emph{Early Engineering through Service-learning:  Adapting a University Model to High School}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21242

William C. Oakes, Pamela Dexter, Jane Hunter, James C. Baygents, and Michael Gerard Thompson.  "Early Engineering through Service-learning:  Adapting a University Model to High School".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21242 Internet.  12 Jan, 2025

\bibitem{asee_peer_21242}
  William C. Oakes, Pamela Dexter, Jane Hunter, James C. Baygents, and Michael Gerard Thompson.
  "Early Engineering through Service-learning:  Adapting a University Model to High School".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21242 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_21242
author = "William C. Oakes, Pamela Dexter, Jane Hunter, James C. Baygents, and Michael Gerard Thompson"
title = "Early Engineering through Service-learning:  Adapting a University Model to High School"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21242}
number = {10.18260/1-2--21242}
}

TY  - CPAPER
AB  - Early Engineering Through Service-Learning: Adapting A University Model to High SchoolThe challenges of this next century require a new generation of engineering talent. In the United States,interest in engineering has remained flat and many groups within remain underrepresented relative to theoverall population, specifically women and ethnic minorities. Attracting the next generation of diverseengineers requires a diverse set of pre-college experiences to connect diverse pathways leading to anengineering degree. The report from the National Academy of Engineering, Changing the Conversation,called for rethinking how engineering is portrayed to young people and our society at large. To meet thegoals of a diverse population, new and innovative approaches are needed to supplement the traditionalengineering pre-college programs.One exciting pathway that adheres to the recommendations described in the report from the NationalAcademy is the use of service-learning to expose students to design and engineering. Service-learning isa form of experiential learning through the integration of traditional classroom teaching with structuredcommunity service. Service-learning has been well established in many disciplines with positive impactson interest, motivation, student satisfaction, personal success, desire, and retention of students whoparticipated in service-learning projects. It has not been well-integrated into STEM or, more specifically,engineering. Service-learning is pedagogically consistent with literature on the recruitment and retentionof women and other underrepresented groups in science and engineering. At the university level, service-learning programs have shown to attract higher numbers of women and diverse students. Pre-collegeprograms have the potential to attract more diverse students to engineering and engage them in pathwaysthat will lead to degrees in engineering.These benefits have been studied at the higher education level and show promise for pre-college as well.Service-learning connected to engineering has an enormous potential for capitalizing on the wave ofinterest in community engagement among teenagers nationally. While interest in engineering hasremained relatively flat, interest in community service, service-learning and engagement has exploded.Many schools have service-learning or community service requirements, often for the highest diplomas,but rarely are these connected to STEM topics or engineering in particular. Connecting service to ourcommunity with engineering aligns perfectly with the National Academy’s Changing the Conversation.This paper will describe the adaptation of a successful university model to high schools. This model issupported by universities and industry professionals. The program has been disseminated to more than 50schools in 10 states. This paper will highlight high school programs that have been integrated into theschool day and are supported by a large Midwestern university and two large Southwestern universities.The paper will discuss how training and support of teacher can be regionalized. Example projects will bedescribed as well as the academic structure and teacher training processes.Data will be presented including the demographics which include over 40% female students and over30% students from groups traditionally underrepresented in engineering. Data shows that students arebecoming more interested in engineering as a result of their experience in the service-learning programsfor a variety of reasons, including recognition of the connection with engineering and its ability to helppeople.
AU  - William C. Oakes
AU  - Pamela Dexter
AU  - Jane Hunter
AU  - James C. Baygents
AU  - Michael Gerard Thompson
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Early Engineering through Service-learning:  Adapting a University Model to High School
UR  - https://peer.asee.org/21242
DO  - 10.18260/1-2--21242
ER  -