Science identity development can play a crucial role in determining the student’s career path. The formation of a professional science identity includes how students find meaning in their science experiences and make relevant connections to how society and culture structure meanings in their lives (Rick, Devane et al. 2012). Yet, the current educational pipeline cannot engage youth who do not have access or experience with science, technology, engineering, and math (STEM) disciplines. Blustein et al (Blustein, Barnett et al. 2013) have found that STEM education is provided to poor and/or ethnic minority students at disproportionately lower standards. It has become increasingly difficult for aspiring students to gain access to skills, post-secondary majors, and careers in STEM. As a result of inadequate science education and engagement, underserved populations are severely underrepresented in both science and science education (Florczak 2021).

Limited exposure to effective learning and activities in science often increases barriers and difficulties for marginalized students to develop scientific knowledge and skills, and therefore inhibits the ability to envision themselves as a scientist (Carlone and Johnson 2007). Active learning involves students participating in experiences that assimilate learning followed by consciously reflecting upon that learning. When exposed to more active learning in STEM, students’ exam scores increased, and failure rates subsequently decreased (Freeman, Eddy et al. 2014). Importantly, active learning reduced achievement gaps in exam scores and course passing rates between underrepresented and non-underrepresented students (Theobald, Hill et al. 2020). These outcomes may result from the impact of active learning on improved self-efficacy and sense of belonging (Ballen, Wieman et al. 2017), which are two important factors for the retention of underrepresented students in STEM fields. Despite research supporting hands-on experiential learning, many schools in low-resourced urban and rural areas do not have access to the necessary tools to provide such learning experiences.

Biomechanics is the ideal discipline for growing STEM interest; it encompasses all domains (science, technology, engineering, math) and can be applied across a variety of areas that interest students (e.g. sport, art, health). Drazan (2020) specifically points towards biomechanics as a bridge to connect youth interested in improving sports performance with the science and technology that drives those analytics (Drazan 2020). While the mission of National Biomechanics Day is to expand awareness of biomechanics among young people, it fundamentally serves as a vehicle for STEM engagement and outreach. Across the world, National Biomechanics Day initiatives use active learning techniques to engage youth through informal learning environments. Access to hands-on experiences outside of traditional classroom settings is a common form of active learning and can be critical for engaging youth within underserved communities. Even during the foundational years, National Biomechanics Day was already connecting with populations at or above national race/gender distributions (i.e. 50% female, 17% African American, 16% Hispanic/Latinx) (DeVita 2018).

Mobile services are not a new phenomenon, often providing important benefits and opportunities to communities which would otherwise lack these resources. For example, many communities are served by mobile dentistry, mobile wellness, and even mobile libraries. In an educational setting, mobile laboratories have become an increasingly viable way for universities to connect with the surrounding and extended communities. A mobile laboratory has the capacity to bring cutting-edge technology directly to the students; the directionality of that access now eliminates the burden placed on schools for the resources required to support field trips. The mobile laboratory also increases the number of access points for youth to engage with scientific laboratory settings and scientific professionals. A variety of different settings and activities can be employed because of the accessibility of the mobile laboratory as it does not require specific infrastructure or resources from the host site.

Given the alignment between the mission of National Biomechanics Day (to expand awareness of biomechanics to youth) and the strengths of a mobile laboratory for STEM outreach in youth, it seems only natural to combine these initiatives. The Seattle University Kinesiology Department has implemented a mobile laboratory as part of its desire to better serve its community; details regarding its design can be found elsewhere (Shultz 2022). For National Biomechanics Day 2022, the mobile laboratory was utilized across multiple days, sites, and events as part of the Women in Biomechanics Outreach Grant Program through the National Biomechanics Day Initiative.