Proceedings of the 2014 Midwest Section Conference of the American Society for Engineering Education Engineer-led Videos: A Broader Impacts Model Nicole Colston 1 , Julie Thomas 2 , Toni Ivey 1 , Juliana Utley 1 , and Tyler Ley 1 Oklahoma State University 1 and University of Nebraska-Lincoln 2 327 Willard Hall, Stillwater, Oklahoma 74078 Abstract The National Science Foundation (NSF) and other funding agencies require researchers to address not only the intellectual merit but the broader impacts of their proposed work. This research shares findings from an innovative broader impacts engagement by an NSF CAREER awardee engineer. Our project, titled Engineering is Everywhere (E 2 ): STEM Career Outreach (see http://www.engineeringiseverywhere.com), included an innovative combination of virtual media and teaching kits to provide an age appropriate, career mentoring model that encourages and broadens participation of individuals that are underrepresented in STEM education and the workforce. Intensive collaborations with engineer and education faculty involved an afterschool pilot program, the creation of engineering career awareness videos, the development of a curricula kit for 5 th grade classrooms, and the implementation of the final product in 4 rural schools. The goal of this article is to report findings about the influence of type of engineer-led instruction (expert-visit and virtual-only) on the overall engineering career awareness in 5 th grade students. The results report gains in student career awareness following engineer-led video engagements and the discussion points to the implications of multi-disciplinary and video-based models for achieving broader impacts in K-12 engineering education. Introduction Recent pressure from public funding agencies has inspired increased discussion about the broader impact components of grant-funded research and the possibilities for the science-society relationship in the 21 st century. As funding becomes more and more competitive, the need for quality models of engagement for engineers involved in broader impact initiatives is crucial. Our project, titled Engineering is Everywhere (E 2 ): STEM Career Outreach, included an innovative combination of virtual media and teaching kits that fills a new niche – providing an age appropriate, career mentoring model that encourages and broadens participation of individuals that are underrepresented in STEM education and the workforce (available at http://www.engineeringiseverywhere.com). This research shares findings from an innovative broader impacts engagement by an NSF CAREER awardee engineer. Intensive collaborations with education faculty involved an afterschool program pilot, the creation of engineering career awareness videos, the development of a curricula kit for 5 th grade classrooms, and the implementation of the final product in 4 rural schools. The goal of this article is to report findings about the influence of type of engineer-led instruction (expert-visit and virtual-only) on the overall engineering career awareness in 5 th grade students. The results report gains in student career awareness following engineer-led video engagements, regardless of virtual or in-person instruction by the engineer. The discussion points to the implications of these findings, as well as the efficacy of this multi-disciplinary and video-based model for achieving broader impacts in K-12 engineering education.