2025 ASEE Annual Conference & Exposition

Bioengineering, an emerging and interdisciplinary field relating life sciences and medicine to an engineering perspective, has rapidly gained traction as a choice of study [1]. However, the emerging nature of this field has raised questions about how to effectively introduce bioengineering curricula at the undergraduate level, as well as in the K-12 education pipeline. Interactive experiences have been shown to enhance learning by making abstract concepts more engaging and memorable in the classroom setting [2].

Behind this motivation, a group of undergraduate students at [institution redacted] designed a “Mobile Bioengineering Lab” to provide hands-on learning experiences in life sciences and bioengineering to low-income students in the surrounding [redacted] community in the Fall 2024 semester. We aimed to introduce students with limited exposure to engineering to accessible and exciting aspects of bioengineering, with the goal of fostering long-term interest in STEM and increasing diversity within these fields. We hope that early and attainable exposure to laboratory techniques and knowledge will encourage students to pursue careers related to bioengineering.

This outreach initiative was conducted in collaboration with a middle school biology course at a local bilingual school, in alignment with the core 8th-grade curriculum taught across the district. The eight workshops began with an introduction to the field and then engaged students in activities ranging from DNA extraction and planaria regeneration to an Arduino-based representation of gene circuitry, all while developing students’ confidence in communicating research and scientific findings.

To evaluate the educational impact of these workshops, we conducted pre- and post-surveys to assess changes in the students’ knowledge, engagement, and interest in bioengineering and STEM, in order to guide the refinement of future labs. We also developed protocols that may be shared with schools across the district or state for potential replication. The translation of this workshop series was then also examined in the context of an introductory bioengineering course for students outside of the field.

In the long term, findings from this study may also be adapted to inform introductory bioengineering curricula at the undergraduate level. Moreover, by directly engaging with students from low-income backgrounds, we aim to empower the next generation of scientists and engineers, advancing DEI objectives and cultivating a more inclusive STEM environment.

[1] J. A. White, D. P. Gaver, R. J. Butera, et al., "Core Competencies for Undergraduates in Bioengineering and Biomedical Engineering: Findings, Consequences, and Recommendations," Annals of Biomed Eng, vol. 48, pp. 905-912, 2020, doi: 10.1007/s10439-020-02468-2.

[2] Kong Y. (2021). The Role of Experiential Learning on Students' Motivation and Classroom Engagement. Frontiers in Psychology, 12, 771272. https://doi.org/10.3389/fpsyg.2021.771272