Elise’s dissertation applied a theory-driven logic analysis to evaluate the GeoBus program, a mobile science lab designed to expand access to hands-on STEM learning for Title I schools in Central Florida. Using mixed methods, including staff interviews, student artifacts, and teacher surveys, her research examined how well the program’s intended design aligned with its real-world implementation and identified the mechanisms that foster student engagement and science identity. The study offers a framework for evaluating informal, technology-rich outreach programs that promote equity, belonging, and early interest in STEM careers.