STEM with Purpose: Integrating Service Learning and Technology to Inspire Future Scientists
General description of the project
This presentation highlights a technology focused service-learning initiative that connects University of Houston–Downtown STEM undergraduates with organizations serving middle school aged youth. As Service-Learning Peer Leaders, we guide interdisciplinary teams in developing Texas Essential Knowledge and Skills -TEKS-aligned experiments that merge natural science and computer science, such as low-cost robotics builds, introductory game-design challenges, and web-based science simulations. Delivered as part of a credit-bearing course, our outreach takes place across multiple settings, including middle-school STEM events, specialized learning programs, and community organizations. This structure allows undergraduates to apply course concepts in authentic environments while supporting early STEM engagement for a wide range of learners.
Evidence of success comes from increased engagement during outreach sessions, positive feedback from teachers, and reflective student assessments showing gains in leadership, confidence, and communication skills The initiative is also intentionally cost-effective, built on inexpensive materials, open-source tools, and technologies already accessible to students, making it a scalable model even for large course sections. Core to our planning is a design matrix that maps learning objectives, materials, and costs, ensuring each experiment remains both budget-friendly and pedagogically strong. These designed experiments encourage younger students to see STEM as creative and collaborative while helping college students apply theory to community impact. We will showcase the strategies for designing cross-disciplinary, tech-infused service learning that builds curiosity, confidence, and real-world relevance in STEM education as well as our experiences.
Technologies
In this presentation, we want to showcase a sample of the technologies used across the broader range of computer science integrated projects developed by undergraduate teams in the course. As Peer Leaders, we guide students in planning their activities using Microsoft Office Suite and shared cloud-based tools to draft the approach, TEKS connection, build experiment matrices, and coordinate outreach to community partners. Among the technologies demonstrated in the projects we selected, one example involves programmable robotics kits equipped with features such as obstacle avoidance and sensor-based navigation. During outreach events, student participants took turns interacting with the robot and its controls, observing how coded instructions influence physical behavior, supporting inquiry-based learning and collaborative problem solving. Other projects used open-source platforms like Scratch.io, where students modified or created virtual pets to explore coding logic in a more accessible format. More advanced undergraduate teams developed games in Unity, including an evolution-themed simulation that allowed the students to manipulate traits and observe digital selection pressures. In an additional example implemented during an organization partnership event with Alief isd, even younger students (elementary) learned binary concepts through LED light circuits and algorithmic problem-solving tasks, demonstrating how foundational computing ideas can be taught with simple, low-cost hardware. Across these examples, the technologies were put in place to deepen understanding, increase student engagement, and connect abstract scientific and computational ideas to hands-on, interactive experiences. Their effectiveness is evident in students’ successful completion of tasks, strong participation, and demonstrated comprehension during guided discussions, aligning directly with our performance goals for STEM engagement and digital literacy.
Explain project results
The results and accomplishments of this project have meaningful benefits for all involved. Especially for the University of Houston–Downtown, the undergraduates, and the students. For undergraduate participants, the service-learning approach strengthened essential academic and professional skills, including communication, teamwork, leadership, and the practical application of scientific and computational concepts. By designing and delivering technology-integrated, TEKS-aligned experiments, students practiced and gained confidence in STEM instruction, expanded digital literacy, and developed a deeper understanding of how their coursework can connect to real community needs. Many undergraduates reported increased motivation in their science and computer science studies, as well as a stronger sense of responsibility and belonging in their academic programs. Our impact could not be achieved without facilitation and support of technology.
At the institutional level, the project supported UHD’s mission as a community-engaged, access-driven university by establishing sustained partnerships with schools and youth organizations across the region. These outreach accomplishments raised the visibility of UHD’s STEM programs, demonstrated the value of experiential learning, and provided evidence that peer-led models can effectively enhance student success. The structure also contributed to continuous improvement within the course itself, informing curriculum refinements, strengthening collaboration between departments and disciplines, and reinforcing UHD’s commitment to preparing students for leadership roles in both academic and community settings. Overall, the project showcases a scalable, high impact, technology supported model that promotes institutional engagement while enriching the educational experience of UHD students.
Why it should be considered best practice?
This project should be considered a “best practice” and replicated because of what it represents and has achieved. Our model, initiated by Dr. Mary Jo Parker, demonstrates how accessible technology, structured peer-led instruction, and intentional community outreach can work together to create meaningful STEM engagement. By combining familiar tools like Microsoft Office Suite for planning and content creation with hands-on introduction to robotics, the project showed that impactful STEM experiences do not require extensive resources, only thoughtful design and a clear instructional strategy. The framework we have in use can be adopted by other institutions because it relies on scalable, low-barrier technologies that many schools already have access to.
Another key aspect that makes the project replicable is its peer-led structure. Having near-peer mentors guide activities creates an encouraging and approachable learning environment for students, which increases participation, reduces intimidation around STEM topics, and strengthens institutional community-based building. This model can cost-effectively be applied in other courses or departments, allowing institutions to expand outreach without requiring additional specialized personnel. Finally, the project emphasizes equity and broad access. By bringing hands-on STEM activities directly to middle school aged students, many of whom may not otherwise be exposed to robotics or college-level STEM environments; the project demonstrates an effective way to widen participation in STEM pathways. Its combination of accessible technologies, flexible instructional design, and measurable engagement outcomes makes it a strong, scalable template for other institutions aiming to increase outreach and strengthen student and community learning.
Highlights of your proposed presentation
Our presentation will highlight the structure, implementation, and outcomes of our STEM outreach projects, with an emphasis on how accessible technologies were leveraged to create engaging learning experiences. We will showcase how Microsoft Office Suite supports the planning and instructional design process, allowing us to organize, prioritize, and connect. We will showcase a few examples of results from our experiences as service-learning peer leaders and how technology was integrated into our community outreach.
A major highlight of the presentation will be the demonstration of the STEM activities used with students, and how our peer-led guidance structured their learning. We will also share examples of matrix creation, online TEKS resources, and evidence of how effectively these technologies supported our goals. A section dedicated to exploring the experiments created by our undergraduate students and how accessible they are to replicate.
Lessons learned from these experiences, we learned the importance of flexibility, clear communication, and intentional scaffolding. Working with a large number of middle school students requires quick adjustments to pacing, instructions, and support. We also learned how powerful peer-led mentorship can be; students were more willing to take risks, ask questions, and work collaboratively when supported by approachable undergraduate mentors. Ultimately, the lessons learned underscored the value of combining accessible technology with active learning approaches. These insights will guide future outreach efforts and can inform how other institutions can begin to design similar programs or take components to further technology intergrated community impact.
The Evaluation Committee will evaluate submitted proposals based on the following criteria. Each area will be rated on a scale from 1 to 5 (1= non-satisfactory; 5 =outstanding), for a maximum of 45 points.