At the University of Houston, members of the AIChE Student Chapter are helping middle schoolers connect the dots between what they’re learning in science class and the exciting world of chemical engineering.
Their outreach is part of AIChE’s Bee a ChemE initiative, a national effort that encourages K-12 students to explore science, engineering, and problem-solving through fun, hands-on learning experiences. At the University of Houston, this effort is supported by AIChE’s Bee a ChemE K–12 STEM Ambassador Program, made possible through a generous multi-year gift from ExxonMobil. Whether it’s building molecule models, making ice cream, or breaking down nutrition labels, the goal is to show young students that chemical engineers help solve real-world challenges in creative and meaningful ways.
We spoke with Chris Mobley, student chapter vice president, about a recent classroom visit that brought chemistry to life for eighth-grade students, and about how the experience is shaping the volunteers’ growth as future engineers too.
Can you share a memorable moment from your K–12 module sessions that had a significant impact on the students?
We explained background info on trans fats, saturated fats, and unsaturated fats. Then we explained why they are called trans, saturated, and unsaturated using a molecular modeling set, showing the students that saturated fats have all their carbon atoms “saturated” due to having four bonds.
We introduced a little competition between the student tables. Each pair raced to build a saturated fat and an unsaturated fat using their classroom molecule sets. The students were so passionate about figuring out the correct configuration—you could see their brains working, putting together the atoms and bonds.
I thought it was amazing because I usually associate molecule sets with college students trying to pass O-chem, but here were eighth graders grasping a more advanced concept in a really fun way. Hands shot up to confirm their answers, and we all clapped and handed out prizes to the first tables that got it right.
How did your student chapter prepare to effectively deliver these modules to younger students, and what skills or strategies have proven most effective?
Before we stepped foot on campus, we worked with their eighth-grade science teacher, Mr. StaAna, to align the session with content from the Texas STAAR test. We decided to focus on chemical formulas and counting atoms, and we created a water-freezing experiment to highlight physical changes in matter.
The props and printouts were incredibly helpful. We brought in food products and taped corresponding fat types to each table. We also did a popcorn taste test to reinforce the ideas, and handed out nutrition label printouts with the fats and daily value percentages highlighted.
To keep engagement high, we gave out candy prizes—which worked great. The students were motivated, focused, and having fun.
What kind of response did you receive from K–12 students and educators about the modules, and how has this influenced your own career path as a chemical engineer?
The students loved the snacks and prizes and were very engaged. Some even asked to take pictures with us. At the end of the session, Mr. StaAna invited us to give a teaser about our next visit, which might involve making ice cream or chocolate from scratch. That got everyone really excited.
The whole experience was so rewarding. Mr. StaAna is clearly beloved by his students, and his support made a huge difference. It felt great to be invited back.
On the career side, this kind of outreach builds your soft skills and your ability to explain science clearly, which is essential in any multidisciplinary engineering role. For those of us writing the modules, it also mimics real-life tasks, like drafting experimental procedures for lab techs or operators, while considering safety, audience, and materials. It’s great experience all around.
The takeaway
The University of Houston’s student chapter is helping young students see themselves in STEM, while also growing their own confidence and communication skills. Programs like Bee a ChemE aren’t just about science; they’re about connection, community, and creating a lasting impact.
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Explore the Bee a ChemE K-12 STEM Ambassador Program and how you can get involved.
Help support the Bee a ChemE initiative.
Thank you to ExxonMobil, whose generous multi-year gift made it possible to launch AIChE’s Bee a ChemE K-12 STEM Ambassador Program at University of Houston.