Abstract
Undergraduate service learning geared toward pre-college outreach has long been successful in many academic areas but is relatively new to engineering and computer science. Studies have shown the benefits that undergraduates and community partners receive from having service learners participate in K-16 partnerships. However, the exact nature of undergraduate interactions that contribute to the benefits undergraduate service learners bring to the K-12 classroom is not well known. This work-in-progress research paper discusses part of an ongoing study of a K-16 partnership centered on arts-integrated physical computing and engineering design (TechArt.) The early stages of this work reveal several categories of micro-level interactions undergraduates performed in the classroom that provided benefit to the teacher and students.