Engineering has a history rife with community-based projects in which the engineers prioritize their own interests and outcomes over those of the community with which they work, at great detriment to the community. Short-term engineering study abroad trips, especially those which take place in low- or middle-income countries and have a clear community engagement theme, usually continue this pattern. In this paper, we propose six criteria for engineering study abroad trips which simultaneously result in responsible and sustainable outcomes for the communities and the desired educational outcomes for participating students. We then describe a four-week engineering study abroad trip to Eldoret, Kenya as an example of a course which strives to meet all six criteria. We then use qualitative data results from student assignments and interviews with our community partners to assess how each criterion was met. The six criteria proposed here can be of use to anyone seeking to introduce students to community engagement work with desired outcomes that are beneficial to both the students and the community with which they work.