1. Research Problem In one sentence, describe the problem that is the focus of your classroom research project about student learning: The traditional approach to teaching science as a series of facts to be memorized does not reflect how science is actually practiced and discourages students from seeing science as a creative process that is related to the world around them, ultimately leading to attrition from science majors.

2. Research Question What is your research question? Does our implementation of an inquiry-based approach to an introductory microbiology laboratory impact student learning and what aspects of approach are imporant? ability to use the scientific method early in their college careers confidence in scientific skills choice of major

3. Research Methods My primary research methods include: E-EDAT - experimental design and analysis CURE – attitudes, misconceptions, self efficacy Interviews – verbal feedback on effectiveness of course components, self efficacy, choice of major PSU course evaluations (SRTE) How will I collect these data? E-EDAT – pre and post embed pre with first lab design unit and post with design of last experiment- formative assessments CURE – pre and post online survey Interviews - in last 1/3 of course between last set of exams and finals SRTE – open ended questions: what helped you learn 3 sections of IQB lab, 2 nd semester freshmen interested in BMB majors My strategy to analyze these data will be: E-EDAT – use rubric with multiple scorers, compare pre -> post gains CURE – get stats and focus on specific questions – look at pre -> post gains Interviews & SRTE– code responses

4. Alignment of Research Question and Methods questiontoolalignment Ability to use scientific method E-EDATMeasure gains in students experimental design skills evaluated with … CURE- focus on questions about students understanding of how science works and misconceptions abt science Measures student perception of scientific method, how it is applied, and overall lab skills Likert scale – ordinal data Student confidence in scientific skills CURE- focus on questions about confidence Measures student perception of skill development over course of class Likert scale – ordinal data InterviewSpecific questions about perceptions of their abilities at start of course compared to end. Choice of majorInterviewSpecific question abt choice of major and Tracking students post courseECoS stats on who declares life sci major Effectiveness of course components CURE- focus on course component questions Specific questions abt many components that are part of our course Interview- focus on what helped students develop sci method skills Target questions about key components in our course design – connect experiments to “real” world, student control of experimental design, group work, scaffolding, reinforcement SRTEWhat helped you learn/what changes would improve learning.