February ’24 Project #4 Project Update: Learning & Engagement:

Project leads: Carolyn Campbell and Jennifer Ramos-Chavez

Key Accomplishments for this Quarter:

  • Submission of a DRK-12 NSF grant in November for $1,168,910 to expand our Pre-College Curricula, Engagement & PD work within ASPIRE
  • The CED final year 3 pilot was initiated at all four ASPIRE institutions (CU, Purdue, USU, UTEP) with 10 teachers at six high schools engaging over 480 diverse students in 16 classes
  • Creative Engineering Design: Engaging Students in Equity- and Sustainability-Focused Engineering proposed workshop accepted by the National Science Teachers Association (NSTA) Conference (to be held on March 22, 2024, in Denver, CO)
  • The completion of a high-level overview/assessment focused on the present and future of electrification workforce pathways
  • Proposals submitted to NSF for:
    • REU Site proposal
    • REM proposal
  • Fall 2023 Transportation Equity class had 27 students from Purdue, UTEP, and Utah State
  • EV-themed children’s book storyboard completed and illustrations underway

Innovation and Industry Board (IIB) Highlights:

  • ASPIRE students from the EVR gave seven presentations about their research to nine high
    school classes (5 teachers, 215 students) piloting CED, and one class (35 students)
    participated in an EVR tour led by the ASPIRE students to increase the exposure and
    education of the ASPIRE ERC.
  • The Fall 2023 Transportation Equity class had 27 students from Purdue, UTEP, and Utah
  • Project 4 is actively engaged in efforts to educate and recruit students to pursue careers
    related to electrified transportation systems (ETS) which in turn is of interest to IIB
    members whose companies can employ such students once they’ve completed their

Advancements in Alleviating Barriers or Challenges to Widespread EV Adoption:

  • The CED Environmental Justice StoryMap collection engaged students in comparing and contrasting EV and ICE vehicles to help demystify the need for moving from fossil fuel-powered to sustainable transportation options.
  • Students in the Transportation Equity class gained valuable knowledge and skills to address equity barriers to widespread EV adoption.
  • General community outreach in underserved areas helps build literacy and understanding of ETS so that people, particularly those from under-resourced communities can make educated choices about their choice of vehicles.

Advancements of Interest to Marginalized or Underserved Communities:

  • Project 4 leads the Center in providing access to educational resources and materials that bridge the disparity in electrified transportation systems literacy and culturally sensitive outreach within such communities to better understand adoption barriers, public perceptions/understanding, and needs.
  • The CED Environmental Justice StoryMap collection authentically engaged students in learning about and understanding transportation-related emissions and their impacts on air quality and public health, especially in underserved communities disproportionately impacted by transportation corridors.
  • The primary project for the Transportation Equity class was developing a community engagement plan. Students considered how best to engage with marginalized or underserved communities.