Facilitating long-term changes in student approaches to learning science.

Area of Science:

• Biology education research
• Undergraduate science pedagogy

Background:

• Introductory science courses present challenges for diverse undergraduates due to fast pacing and high stakes.
• Limited opportunities exist for students to self-assess and adapt learning strategies in these foundational courses.

Purpose of the Study:

• To evaluate the short- and long-term impacts of the University of Washington's Biology Fellows Program (BFP) on student learning.
• To determine if the BFP effectively prepares students for the demands of bioscience curricula.

Main Methods:

• Quantitative and qualitative research approaches were employed to assess program effectiveness.
• Student academic performance in subsequent biology courses was analyzed, controlling for high school GPA and SAT scores.
• Long-term impacts were assessed through student self-reporting 2-4 years post-program participation.

Main Results:

• BFP participation correlated with higher grades in gateway biology courses, irrespective of instructor or quarter.
• Students reported significant shifts in their science learning approaches post-BFP.
• Participants developed a "think like a scientist" mindset, valuing active learning and community.

Conclusions:

• The BFP demonstrates success in improving academic outcomes and fostering a sense of belonging in science.
• The program offers a practical, short-term investment yielding substantial long-term benefits for diverse science learners.
• The BFP effectively prepares students for rigorous science education, promoting deeper engagement and success.