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While research suggests that community-engaged projects can be particularly effective, such work is notoriously time consuming and not scalable. The learning curve for an organization seeking to start such work is steep. Additionally, it is important to evaluate to what extent work typified as community engaged work actually creates a participatory space of communitycentered perspectives regarding roles, interests, worldviews, actions and outcomes. To this end, we developed a formative assessment tool using previously identified domains [1]. This tool, created in partnership between a university and an outreach group affiliated with the Air Force, allows organizations to evaluate existing projects and explore ways to develop on a path towards true community-engagement. The outreach group in this case undertakes significant STEM education within New Mexico, but in the past, a majority of the work has been done “for” or “to” communities, rather than “with” communities. We share development and initial use of the tool. By using the tool, several members made aspects of their work more explicit. Specifically, members shared ways they sought ideas, feedback, and insight from teachers, and how this informed their ongoing work. While the initial use of the tool revealed some uncertainty about community engagement, it opened space to value and expand existing practices aligned to community engagement. With increased use of the tool, members came to see some of their existing practices that were already aligned to community-engagement as more valued, and the individuals who led such work were positioned as contributing expertise, rather than anecdotes. Ongoing use of the tool, paired with leadership support, is driving the organization to change how they view community roles. 

For years, the Air Force Research Laboratory (AFRL) in New Mexico has led an outreach effort called Mission to Mars to engage fifth grade students in applying science and mathematics concepts related to building a colony on Mars. Many organizations across the US canceled similar events due to the novel coronavirus (COVID-19) pandemic. This design case details the original program and the pivot made to continue the program. We share successes—including reaching more rural learners—insights, and challenges, and how these have shaped a more inclusive vision for future programs.