STEM Sparks Fly

Future scientists, engineers, and healthcare innovators got hands-on with cutting-edge technology—and a glimpse of their own potential—at Twin Cities STEM Saturday. At the event, which focused on human anatomy, over 75 K-8 students and families explored the intersection of the body, innovation, and imagination. It was sponsored by OIC of America and the Institute for Engineering in Medicine, and dozens of volunteers from the University and Solventum helped make the magic happen.

Solventum’s volunteers helped participants learn how the heart works. After building their own paper stethoscopes, kids had the chance to compare them with real digital stethoscopes—bridging tactile curiosity with 21st-century clinical tech. It was a moment of awe for many, hearing their heartbeats through tools used in modern medicine.

Nearby, Visible Heart Lab volunteers took students even deeper. With actual preserved hearts, interactive anatomical models, and the incredible Heart Atlas digital library, students explored how their cardiovascular system functions—and why it matters. “This makes me want to be a doctor,” one wide-eyed fourth grader shared, pressing a model valve between her fingers.

Not to be outdone, Bakken Medical Devices Center volunteers wowed students with a Virtual Reality anatomy experience. After constructing a skeletal hand using everyday craft materials, participants put on VR goggles and saw a fully functional hand come to life in front of their eyes. "Wait—that's MY hand?" said a fifth grader, gasping at the virtual tendons moving in sync with his real ones.

Younger students also built colorful spines with nerve clusters, reinforcing how the nervous system works—an activity equal parts science, art, and “squishy brain” fun. Activities were created in partnership between OIC of America Curriculum Development Coordinator Cleo Nagy, OICA STEM Consultant Eric Mahmoud,  and Institute for Engineering in Medicine interns Faiz Mohommad and Niall Brennan.

Why It matters: STEM equity = workforce readiness
These experiences are more than just fun and games—they're strategic investments in Minnesota’s future workforce. As industries like medical technology, biotechnology, and digital health grow, the need for homegrown talent has never been more urgent.

By giving students early access to free, hands-on STEM education, especially those from underrepresented communities, collaborative programs like Twin Cities STEM Saturdays are helping students see themselves as future innovators, clinicians, and engineers. These programs directly align with the state’s workforce development goals, ensuring our youth are prepared for career paths that transform lives.

And it starts early. Research shows that STEM interest peaks before age 13, making K–8 engagement essential for cultivating long-term curiosity and confidence in science.¹

Thanks to Our Partners
This unforgettable day was made possible by the incredible collaboration between OIC of America, Solventum, and the University of Minnesota’s Institute for Engineering in Medicine, the Bakken MDC, the Visible Heart Lab. Because of their dedication, a new generation of thinkers, builders, and dreamers now sees a clearer path from the classroom to STEM careers that shape the world.

There are plenty of STEM Saturdays scheduled for the next academic year. Want to volunteer? Contact Katherine Lindsay, IEM's Lead Administrator.

Ria Ghosh and Kialie Malone from Solventum demonstrate the Littman CORE Digital Stethoscope to curious young minds. The kids got to: learn how the heart and lungs function, hear their own heartbeats amplified in real-time, watch their heart rate climb after jumping around in excitement and discover how clinicians use this powerful tool to listen to subtle body sounds and support diagnosis. The Littmann CORE with its high quality sound amplification, active noise cancellation, and digital waveform display, brought anatomy to life for the kids in the most interactive way possible.

¹ Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the Fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669–685. https://doi.org/10.1080/09500690902792385