ORCID

https://orcid.org/0009-0001-7774-5962

Keywords

Mobile Lab, Program Theory Evaluation, STEM, Informal Learning

Abstract

This study presents a theory-driven evaluation of GeoBus, a mobile science lab designed to deliver hands-on, “fun learning experiences” via a solar powered, technology-rich learning environment brought directly to K-12 students in Central Florida Title 1 schools. While STEM education is widely recognized as essential for promoting equity, many schools, particularly in under-resourced communities, continue to face barriers to accessing meaningful and inclusive science learning opportunities. GeoBus was created in response to this need, offering students an informal learning environment with exposure to geospatial technologies and interactive science content.

Drawing on mixed-methods data, including content from the GeoBus website and scheduling pages, onboarding materials, student activity response and thank-you notes, staff interviews, and teacher survey results, this dissertation evaluates the program theory by assessing the alignment between the program’s intended design and its actual implementation. By articulating the key components of the program’s theory and mapping causal pathways, this study explores how, why, and for whom the program is most effective.

Findings indicate that the program successfully fostered student excitement and engagement, promoted early development of science identity, especially among underrepresented students, and cultivated meaningful mentorship connections. However, logistical challenges, limited follow-up opportunities, and time constraints limit its broader impact.

Instead of offering a definitive judgement, this study uses logic analysis to clarify the program’s underlying assumptions, compare them with existing research, and enhance thoughtful reflection among stakeholders. The findings contribute to the broader field of informal science education by offering a model for how university-led outreach programs can expand access to STEM learning while highlighting equity and student agency. Recommendations are provided for scaling similar interventions and supporting the long-term development of science identity and awareness of career pathways in diverse student populations.

Completion Date

2025

Semester

Summer

Committee Chair

Donley, Amy

Degree

Doctor of Philosophy (Ph.D.)

College

College of Sciences

Department

Sociology

Format

PDF

Identifier

DP0029583

Language

English

Document Type

Thesis

Campus Location

Orlando (Main) Campus

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