Inquiry-Team-Based Lab Course Design Enhances Underrepresented Undergraduate Predictors of Persistence in the Sciences.

Introduction: Persistence in Science, Technology, Engineering, and Mathematics (STEM) may be promoted in underrepresented student populations by implementing an authentic inquiry-team-based learning (ITBL) STEM laboratory course design.

Methods: Between Spring 2021 and Spring 2022, the research team compared junior and senior undergraduates enrolled in an ITBL-based pharmaceutical science lab course to a comparative student population enrolled in a traditionally designed biology lab course. At the end of either STEM lab course, students completed the experimentally validated Persistence in the Sciences (PITS) survey and an open-ended question asking them to recount a moment that validated or questioned their science identity determined the effect of the ITBL STEM lab course design on factors that may impact underrepresented students' indicators of science identity formation and persistence in STEM.

Building Connections to Biology and Community through Service-Learning and Research Experiences.

Service-learning and undergraduate research experiences are high-impact practices that have become more common in the sciences, but the benefits of short-term experiences have not been thoroughly investigated. The purpose of this study was to compare within-semester gains for students in a short-term service-learning (SL) or short-term research project (RP) in terms of students' (i) motivation to learn biology, (ii) scientific literacy, (iii) perception of the relevance of biology to their lives, and (iv) learning gains associated with course learning outcomes. The impacts of brief service-learning and research project experiences were compared using direct and indirect assessments, including qualitative coding of open-ended response questions and quantitative analysis of exams and Likert-type items.