2026 ASEE Annual Conference & Exposition

Persistent disparities in the quality and accessibility of kindergarten through 12th grade (K-12) science, technology, engineering, and mathematics (STEM) education remain a challenge, particularly for interdisciplinary fields, such as bioengineering, that require integration across multiple domains. Bioengineering is frequently perceived as inaccessible due to its experimental costs and technical complexity. Furthermore, K-12 educators often face barriers to implementing such topics, including limited budgets, insufficient training, and systemic constraints. Nevertheless, bioengineering’s subject matter can be meaningfully embedded within existing middle and high school science courses, offering a pathway to broaden exposure without requiring new standalone programs.

Outreach initiatives extend a promising structure to address the gaps in training, while also providing STEM role models for students from underserved communities who may lack access. An effective approach within these initiatives is near-peer mentorship, in which mentors and mentees are separated by only a few years of training. This dynamic has demonstrated benefits for both groups, especially in the context of K-12 and undergraduate students. K-12 mentees gain relatable guidance and support, while undergraduate mentors develop stronger communication skills and increased confidence in their disciplinary knowledge through teaching experience.

The Mobile Bioengineering Lab was developed by the Biomedical Engineering Journal Club at the University of Illinois Urbana-Champaign to provide hands-on, experiential learning in life sciences and bioengineering for local students with limited exposure to STEM. Following a successful pilot implementation in 2024-2025, the outreach initiative was expanded in collaboration with an 8th-grade biology classroom in Fall 2025. Through a series of biweekly workshops, structured to closely align with their school curriculum, students engaged with bioengineering topics and techniques including DNA extraction, gel electrophoresis, chromatography, regenerative medicine, biomechanics and prosthetics, and fluorescence microscopy. Undergraduate volunteers delivered brief introductory presentations and then guided students through each experiment during classroom visits.

This study evaluates the impact of the Mobile Bioengineering Lab on middle school students’ confidence and interest in STEM, comprehension of bioengineering concepts, and perceptions of STEM degrees and careers through near-peer mentorship. We also examine the development of university students’ mentoring and science communication skills, as well as their emerging identities as bioengineers. Finally, we share resources and strategies to support educators in integrating bioengineering into middle school curricula, with the goal of offering a scalable outreach model applicable across school districts, regions, and diverse student populations.