Table 2.

Tabular Representation of the Outcome Space Cross-cutting themes are presented along with definitions for each category of description alongside representative quotes for each theme.

Cross-cutting theme	Category 1: Meaningful Learning was Impeded Due to CoLab		Category 2: Meaningful Learning was Neither Impeded nor Enhanced Due to CoLab		Category 3: Meaningful Learning was Enhanced Due to CoLab
	Definition	Quote	Definition	Quote	Definition	Quote
How students viewed their understanding of the research process	The workshop-based undergraduate research experience overwhelmed students with solving a scientific problem on their own so they did not reflect on the research process.	N/A	Students already developed an understanding of the research process prior to participating in CoLab, and the CoLab experience did not change their understanding.	SP01 2022: “Oh, I think I have a pretty good understanding of research as I’m in like a couple of different programs that help me like find research and kind of push for me to do a lot of research, so they give us a lot of information on that. So, I think I have a pretty good amount of like knowledge on that.”	The CoLab environment deepened student understanding of the research process and brought to their attention steps involved in research they had not previously considered and/or alternate methods to pursue research.	FA02 2021: “Um, definitely like the hard work that goes into research and like the amount of support it gets, I feel like there was a lot of emphasis on like what avenues you can take and like what resources you have like yourself to fund your research or like how to start research just like that first step, like for CoLab we went like two kinds of different routes like the more computer-based, mathematical approach like using the PyMOL program and then what I did, like the more biological side of things. Like looking at what type of like enzymes could affect our end product, so I feel like research has like a bunch of avenues for you to delve like more into a specific topic and like one specific branch of your entire research.”
How students viewed the process of doing science	The format of the CoLab with students working to understand their own research hindered student learning.	FA01 2021: “I believe there was very…not a lot of communication. There was a lot of independent work…. I learned that while they’re [amylase and food inhibitor] together, I never learned the proper structure. So not much changed on gaining the specific knowledge on my topic.”	Students entered CoLab with prior experience about the process of doing science, and the CoLab did not change their perceptions.	N/A	Students came to realize that they can partake in more complex experiments akin to what researchers do.	FA02 2021: “Uh, I think I like before like, obviously like in high school like we do chemistry experiments, but I feel like they weren’t as like….They were hands-on but they weren’t as like complicated, they were more based towards students, but I feel like the STEM CoLab, especially because it was all online and we were like doing it from our houses, I felt like much more like take it seriously, I guess. I was doing the experiment and like, it felt like, a substantial experiment, like it didn’t feel like a kid experiment basically. So like based on who conducts research, before I would have said like only scientists or like only researchers.”
Cross-cutting theme	Category 1: Meaningful Learning was Impeded Due to CoLab		Category 2: Meaningful Learning was Neither Impeded nor Enhanced Due to CoLab		Category 3: Meaningful Learning was Enhanced Due to CoLab
	Definition	Quote	Definition	Quote	Definition	Quote
How students viewed the poster creation and presentation process	Students perceived the poster creation process and presentation process as interfering with their ability to understand their research topic.	N/A	CoLab did not provide students with additional value of how the poster creation process or learning of their topic through creating a poster would be useful in the future.	SP02 2022: “Um, I don’t know about change. I feel like I mentioned the program that I was in it was it was through the Hispanic Center of Excellence. And there’s was, like, uh, I’m gonna say eight-week program and we had one class completely directed to the literature review. And, you know, being in high school, they are going to assume that we haven’t never done one, so they went in so much depth and we started our literature in like week two, so we spent like, um, we spent seven weeks like 6–7 weeks doing this literature review so um and creating this poster. So, we did those like we basically did those big giant ones with every single aspect of it so I wouldn’t say my view on doing that changed.”	Students perceived value in the process of poster creation in terms of application in the future and/or understanding of their research topic.	FA02 2021: “Um, I feel like making the poster kind of forced us to look at more details and not just give like a generalized ‘Oh, this is what we learned.’ We learned that like the strawberries inhibit the amylase. So I felt like just kind of presenting it in a poster made us look more deeper into our topic. Uh, I would say like before my high school did make us make posters and stuff, but we never like presented them, but I feel like having the opportunity to like present my work was really beneficial just because I feel I know how to better explain the topics that I’m researching.”