Enhancing diversity in science: is teaching science process skills the answer?

Area of Science:

• Biology Education
• Science Education Research

Background:

• Introductory biology courses are rigorous and can be a barrier to science degrees.
• Enhancing diversity in STEM requires targeted student support programs.
• Underrepresented minorities and disadvantaged students often face additional challenges in STEM coursework.

Purpose of the Study:

• To evaluate the effectiveness of the Biology Fellows Program at the University of Washington.
• To determine if the program improves academic performance in introductory biology.
• To identify program impacts on student engagement in undergraduate research.

Main Methods:

• Comparative analysis of academic performance (grades, test scores, GPA) between program participants and non-participants.
• Assessment of science process skills and their correlation with academic success.
• Longitudinal tracking of student outcomes within the program.

Main Results:

• Biology Fellows demonstrated comparable initial academic metrics (SAT, GPA) to non-fellows.
• Biology Fellows achieved higher average grades in introductory biology compared to non-fellows.
• Underrepresented minorities and disadvantaged students in the program showed improved grades over their non-fellow counterparts.

Conclusions:

• The Biology Fellows Program effectively supports student success in introductory biology.
• The program is particularly beneficial for underrepresented minorities and disadvantaged students.
• Addressing science process skill deficits is crucial for improving introductory biology performance and retention.