Toh, ChristineGrover, Andrea2024-12-262024-12-262025-01-07978-0-9981331-8-8a433595c-76d0-4bf9-bed9-f27153b3843chttps://hdl.handle.net/10125/109678Community-Engaged Learning (CEL) has been established as effective method for increasing student engagement, learning, and retention in STEM, The focus on communal goals and demonstrated improvements in students’ sense of belonging can improve inclusion and equity in disciplines such as Computing. However, widespread integration of CEL into the computing curriculum is still limited and not practiced with consistent effectiveness. This interview study seeks to understand what barriers exist for instructors to fully engage in CEL and contribute to broadening participation in STEM. Our results show that a culture of devaluating service, ad-hoc efforts to establish mutually beneficial relationships with partners, and issues of artifact maintainability are significant barriers. From these results, we present a novel framework: the Triangle of Community-Engaged Learning, intended as a tool for educators to systematically evaluate their goals, capabilities, and accountability with CEL, and for researchers to apply in future work in this area.10Attribution-NonCommercial-NoDerivatives 4.0 InternationalSTEM Education and Workforce Development: Addressing Equity and Inclusion for Underserved Populationscommunity-engaged learning, computing education., inclusion in stem, service learning, systemic barriersConference Paper