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Free, publicly-accessible full text available December 18, 2025
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Free, publicly-accessible full text available June 1, 2025
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With the ongoing transition to the knowledge-based, mobile economy, cities in the United States recognize the importance of a STEM-literate workforce. In the depopulated, legacy industrial areas in the Midwest, cities fight to attract and retain an educated workforce – particularly workers with STEM skills. STEM-related jobs, which generally have higher wages and growth are important to stabilizing and rebuilding their communities in the Digital Age. Yet, these areas also tend to have higher percentages of those underrepresented in STEM, including low socio-economic status (LSES) and underrepresented minorities (URM). Engagement and retention in STEM disciplines is of national importance, but for these regions it is critical to competing in the knowledge economy and revitalizing these cities. The Center for Civic Innovation at the University of Notre Dame (UND) piloted a program leveraging what we know about STEM engagement, project-based learning (PBL), academic community engagement, and asset-based community development with federal support (NSF IUSE Exploration and Design Tier for Engaged Student Learning & Institution and Community Transformation). Through examination and refinement, researchers developed the Community-Engaged Educational Ecosystem Model (C-EEEM, pronounced ‘seam’). The C-EEEM pilot contributed to our understanding of how to build learning environments that support 1) improvements in student motivation and retention in STEM; 2) changes in place attachment for participants; and 3) community impacts from project implementation. Through support of an NSF IUSE Development and Implementation Tier grant, the C-EEEM is now in its second year for replication in two cities, Youngstown, Ohio and Louisville, Kentuckymore » « lessFree, publicly-accessible full text available June 26, 2025
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Researchers at UNIVERSITY developed, piloted, and examined a community-engaged STEM learning environment at a university in Indiana. This summer, the MODEL developed from this pilot was adapted and replicated at two other universities. Over 50 students (high school and college) participated in the three regions in the Midwest in a community-engaged internship experience during the summer of 2022. Students worked on project teams of 4-6 students on a community-identified project for 8 weeks. Local high school teachers managed projects and community partners served as technical mentors as students completed their paid internship, which culminated with a formal presentation and product to their community partner. The larger research effort uses mixed-methods data collection, including surveys and interviews, to examine a variety of outcomes, including dispositional changes in STEM self-efficacy and identity. Students completed surveys and reflections at multiple points throughout their internship, including a retrospective pre/post survey capturing dispositional shifts during the experience The results of the internship experience on student intern participants' educational and professional plans at the 3 sites are evaluated in this paper. Results show significant gains on items related to professional discernment (desire to work in a STEM field, use technical skills, on open-ended problems for the betterment of society) for participants at all sites.more » « less
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Community-based research (CBR) is a practice that engages researchers in collaborative, change-oriented, and inclusive projects in the community. One common example of CBR is university-community collaboration in which students and researchers come up with ideas, perspectives, and knowledge at each stage of the project with the goal to address community needs. The community is mainly involved in identifying the research questions for the projects and making decisions about how the results of the research-focused projects will be implemented. This paper presents a replication of a model focused on university-community collaboration, student engagement and Science, Technology, Engineering, and Math (STEM) attraction and retention using three research-focused projects addressing community needs. The three projects are (1) empathic design project aimed at improving quality greenspaces and pedestrian streetscape experience, (2) food justice project to study the disparities in food access between local regions, and (3) analyzing water quality in a local creek. The projects provided a unique opportunity for students to directly experience and contribute to the research process. In addition, students worked closely with their academic peers and community partners who served as collaborators and mentors. The study reports on the impact of the program on student learning and tendency to stay back in the community. The program's collaborative nature and its effect on students' satisfaction while working on specific projects are also examined. Furthermore, the program helped develop and sustain university-community partnerships. The community stakeholders participating in focus groups were satisfied with the process of identifying community projects and also expressed their satisfaction with the students’ work.more » « less
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Community-based research (CBR) is a practice that engages researchers in collaborative, change-oriented, and inclusive projects in the community. One common example of CBR is university-community collaboration in which students and researchers come up with ideas, perspectives, and knowledge at each stage of the project with the goal to address community needs. The community is mainly involved in identifying the research questions for the projects and making decisions about how the results of the research-focused projects will be implemented. This paper presents a replication of a model focused on university-community collaboration, student engagement and Science, Technology, Engineering, and Math (STEM) attraction and retention using three research-focused projects addressing community needs. The three projects are (1) empathic design project aimed at improving quality greenspaces and pedestrian streetscape experience, (2) food justice project to study the disparities in food access between local regions, and (3) analyzing water quality in a local creek. The projects provided a unique opportunity for students to directly experience and contribute to the research process. In addition, students worked closely with their academic peers and community partners who served as collaborators and mentors. The study reports on the impact of the program on student learning and tendency to stay back in the community. The program's collaborative nature and its effect on students' satisfaction while working on specific projects are also examined. Furthermore, the program helped develop and sustain university-community partnerships. The community stakeholders participating in focus groups were satisfied with the process of identifying community projects and also expressed their satisfaction with the students’ work.more » « less
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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.more » « less