Culturally relevant inquiry-based laboratory module implementations in upper-division genetics and cell biology...

Area of Science:

• Undergraduate science education
• Culturally relevant pedagogy
• Genetics and cell biology research

Background:

• Minority students are underrepresented in science, technology, engineering, and mathematics (STEM) PhDs.
• Hands-on research experiences are crucial for encouraging students to pursue research careers.
• Traditional lab courses may not adequately engage all student demographics.

Purpose of the Study:

• To present a model for implementing laboratory research in undergraduate teaching labs.
• To utilize a culturally relevant approach to increase student engagement.
• To assess the model's impact on content knowledge and learning perceptions.

Main Methods:

• Laboratory modules were developed for genetics and cell biology courses.
• Cassava, a culturally relevant crop, was used as the central theme.
• Students characterized Puerto Rican cassava, comparing field samples to known lineages.

Main Results:

• The novel approach facilitated student learning and engagement in characterizing cassava.
• Significant improvements in content knowledge were observed in both genetics (66%, 55%) and cell biology (24%, 15%) courses over two semesters.
• Students gained valuable research skills through relatable problem-solving.

Conclusions:

• The pedagogical model effectively enhances student learning and engagement in STEM.
• Culturally relevant research experiences can improve content knowledge and professional competitiveness.
• This approach can help broaden participation in science and engineering fields.