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|  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2021 VOLUME 9 NUMBER 2  \nOutreach at Scale: Developing a Logic Model to Explore the Organizational Components of the Summer Engineering Experience for Kids Program  \nCHERIE D. EDWARDS  \nVirginia Commonwealth University School of Medicine Richmond, Virginia  \nWALTER C. LEE Virginia Tech Blacksburg, Virginia  \nDAVID B. KNIGHT Virginia Tech Blacksburg, Virginia  \nTRINA FLETCHER  \nFlorida International University Miami, Florida  \nKARL REID  \nNational Society of Black Engineers Alexandria, Virginia  \nRACHEIDA LEWIS University of Georgia Athens, Georgia  \nABSTRACT  \nStriving to remain a global leader in innovation, the United States continues prioritizing broadening participation in engineering and other STEM fields. For this reason, STEM outreach programs are increasingly popular and vital. However, few programs offer such outreach experiences at a large, national scale and intentionally situate those experiences in locations that enable access for African American youth. In this paper, we present a logic model that showcases the resources and components that can expand the reach of an effective program, outlining the programmatic components involved in executing the National Society of Black Engineers’ Summer Engineering Experience for Kids (SEEK) program, which has effectively scaled to cities across the United States. Using SEEK as an instrumental case, we highlight what goes into offering a large-scale community-based STEM outreach program, emphasizing aspects that are most important to  \nSPRING 2021 VOLUME 9 NUMBER 2 1  \nADVANCES IN ENGINEERING EDUCATION  \nOutreach at Scale: Developing a Logic Model to Explore the Organizational Components of the Summer Engineering Experience for Kids Program  \npreserve during expansion into underserved communities. Key findings illustrate that maximizing the potential of recruiting and engaging youth from underserved populations may hinge on the ability of established programs to scale up their initiatives while establishing appropriate assessment plans to measure effectiveness. Additionally, embracing the ideals of collective impact provides an opportunity for such programs to progress their initiatives by replicating program designs in more communities.  \nKey words: broadening participation, informal learning, organizational assessment  \nINTRODUCTION  \nThe challenge of broadening participation in engineering and other STEM (science, technology, engineering, and mathematics) fields is illustrated by the low number of people from ethnic and racial minority groups in the STEM workforce. Despite an increase in the number of Black/African Americans and Hispanics/Latinos entering STEM disciplines and jobs since 1995, when compared to the U. S. population demographics, their representation remains relatively low (Palmer, Maramba and Dancy 2011, 493) . More specifically, underserved minorities make up 29% of the U. S. population yet comprise only 9% of science and engineering fields (Committee on Underrepresented Groups and The Expansion of the Science and Engineering Workforce Pipeline 2011, 2) .  \nPersistent underrepresentation can partially be attributed to historically imbalanced educational opportunities (Long III and Mejia 2016, 211-212) . Although some policies and practices that contributed to these imbalances have been or are slowly being altered or removed, addressing education disparities remains a challenge. To mitigate these challenges, the engineering education community often leverages targeted approaches focused on underserved youth populations, or communitybased outreach programs. The objective of such programs is to redress specific barriers to access for a specific population (Edwards et al. 2018, 2-3), addressing disparities in STEM engagement by providing experiences that ideally pique the interest of students from underserved populations and ","cbCaidegFKAvODHY","https://ap.wps.com/l/cbCaidegFKAvODHY","pdf",1950689,28,"English","# Abstract\n# Introduction\n## Broadening participation challenge\n## Role of community-based STEM outreach\n## Challenges to scaling outreach programs\n# Our Case: NSBE’s Summer Engineering Experiences for Kids","[{\"question\":\"What problem does the paper focus on?\",\"answer\":\"It focuses on the low representation of racial and ethnic minority groups in the STEM workforce and the education disparities that contribute to this underrepresentation.\"},{\"question\":\"What framework does the paper present?\",\"answer\":\"It presents a logic model that identifies the resources and organizational components required to scale NSBE’s Summer Engineering Experience for Kids (SEEK) program.\"},{\"question\":\"How does the paper evaluate what to preserve during expansion?\",\"answer\":\"It highlights aspects that should be preserved when expanding the program into underserved communities and stresses recruiting and engaging youth from underserved populations along with appropriate assessment plans.\"}]","Outreach at Scale: Developing a Logic Model to Explore the Organizational Components of the Summer Engineering Experience for Kids Program - key findings and logic model for SEEK | PDF",1792066427,71]