June 15, 2019
June 15, 2019
June 19, 2019
Community Engagement Division
In STEM Outreach in the Community, students satisfy a mandatory “Experiential Learning and Social Justice” requirement through the creation and leading of engineering activities with elementary and high school students at four educational partner sites. Early versions of this class included the social outreach component and reading and response assignments and research papers where students learn about the impact of living in a low socioeconomic community. Students then reflect on the readings while integrating experiences from their outreach. More recent instances of the class have added in-class discussions on growth mindset, productive failure, stereotypes, stereotype threat, imposter syndrome, privilege, and bias. While the initial goal of integrating this material was to help guide their outreach, passages from reflection papers have suggested that students are being impacted in ways that are improving their college learning experience as well. This work will explore the details of the class and the associated assessment. To perform the assessment, three sources of information will be used: comments from the student evaluations of teaching, an end-of-the-quarter reflection paper written by each student, and a formal survey taken at the beginning and end of each quarter. One initial noteworthy result is that some female students have shared that they feel more empowered after discussing stereotype threat. Having vocabulary to articulate what they have felt while being underrepresented within the engineering department has helped them address some of the challenges they have faced. Next steps include a more rigorous look at student work to draw stronger conclusions.
Schaffer, R. (2019, June), Engagement in Practice: Using STEM Outreach as a Platform to Improve Social Awareness and Learning Skills Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32716
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