We have seen the benefits of service learning and its impact on perceptions and knowledge of engineering and recognize it as a successful mechanism for introducing often highly abstracted concepts to younger students.  This paper describes the analysis of student reflections from participation in a service learning project and curriculum (EPICSHigh) at their local high schools.  Survey results show what students say they learned, what they want to change, and how to improve K-12 engineering education and service learning.  If we take some of these recommendations, researchers and those in educational outreach can apply these recommendations to bringing nanotechnology to K-12 classrooms.  The desires of students reveal a need, for more resources, narratives, and hands-on activities.  

It was presented at the American Society for Engineering Education Annual Conference & Exposition in June 2016.

Jones, Tamecia R., William Oakes, Jean Trusedell, and Monica E. Cardella “High School Students’ Reflections about Participation in Engineering Service Learning Projects (Work-in-Progress)” Paper presented at the Proceedings of the 2016 American Society for Engineering Education Annual Conference & Exposition, New Orleans, LA.  June 2016.

Researchers should cite this work as follows:

• Jones, Tamecia R., William Oakes, Jean Trusedell, and Monica E. Cardella “High School Students’ Reflections about Participation in Engineering Service Learning Projects (Work-in-Progress)” Paper presented at the Proceedings of the 2016 American Society for Engineering Education Annual Conference & Exposition, New Orleans, LA.  June 2016.

• Tamecia Raishaun Jones, Jean M Trusedell, William "Bill" C. Oakes, Monica Elaine Cardella (2017), "Measuring the Impact of Service-Learning Projects in Engineering: High School Students' Perspectives," https://nanohub.org/resources/26510.

  BibTex | EndNote

1. education
2. EPICS
3. K-12
4. service learning