TABLE 2.

Description of assignments and activities used in the study.

Assignments and Activities	Description
Teaching statistics and math using spreadsheet tutorials and Galápagos finches	Electronic learning activity using Microsoft Excel spreadsheets to organize data; use functions to calculate the mean, standard deviation, and standard error of the mean; and create bar graphs with error bars (https://www.hhmi.org/biointeractive/spreadsheet-data-analysis-tutorials)
Introduction to statistics and data analysis worksheet	Introduces the concepts of enzyme activity, biochemical reactions and the effect of ethnicity on lactose intolerance. Uses secondary lactose intolerance data for artificial patients with different ethnic backgrounds to practice using both Microsoft Excel to organize and analyze the data and create a bar graph with error bars and Quick Cals website (www.Graphpad.com) to execute t-tests to compare the lactose intolerance levels. Two open-ended questions were included to guide students with their data interpretation.
Readiness assessments	Essentially pop quizzes administered at the beginning a of laboratory session to assess students’ retention of information. Each assessment contained 3 to 4 questions with an assortment of formats including open-ended questions, crossword puzzles, multiple-choice, and matching.
Research proposals	Microsoft Word templates containing 21 open-ended questions guided students in designing their research. Questions focused on background information regarding the research topic, hypothesis, experimental design, data collection and analysis, and anticipated outcomes. Research proposals were individual assignments during Units 1 and 2, but a group assignment during Unit 3.
Posters	Group assignment using a pre-designed Microsoft PowerPoint template to create mini-posters (8.5″ × 11″) to communicate research results at the end of Units 1 and 2. Traditional-sized posters (36″ × 24″) were printed at the end of Unit 3.
Lab journals	Uses a 20-page composition notebook to log details of the research, peer and self-reflections, raw data, data analysis, data interpretations, graphs, pictures, concept maps, and any other relevant information. Lab journals were collected at the end of each unit for an individual grade. New journals were provided to each student prior to starting the Lactase Assay – Lactose Intolerance IBL activity (Unit 1) – and Alcohol Fermentation Assay and Cell Viability Assay – “Which beer is best” IBL activity (Unit 2). A 40-page composition notebook was given to each student prior to executing the SSP (Unit 3).
Pre-laboratory video assignments	Watching a video demonstration operating laboratory equipment, micropipettes (Unit 1) and compound microscopy (Unit 2), accompanied by an electronic assignment consisting of multiple-choice, order ranking, or matching questions, administered via Blackboard one week prior to operating the equipment in lab.
Student-scientist project	Designed to apply the knowledge and skills acquired during Units 1 and 2 to an experiment focusing on enzyme activity, alcohol fermentation, and cell viability. Working collaboratively as a research team of four students, each group was required to choose a substrate or inhibitor, collect data consecutively over a 3-week period, and present their findings as a final poster presentation. The SSP grade was an average of the scores received on the research proposal, laboratory journals, and final poster presentation.
Mock poster competition review committee	Prior to preparing their first mini-poster, students simulated serving on an undergraduate poster presentation competition committee. The purpose of becoming members of scientific organizations and attending scientific meetings was discussed. Each review committee consisted of at least three students and was given a “Mini-Poster Evaluation Form” to critique, score, and rank posters. During the follow-up class discussion, each committee justified their scores while becoming familiar with the expectations for effectively creating a poster.
Mock research proposal peer-review panel	Students emulated serving on a blind peer-review panel to demonstrate their proficiency in designing and critiquing research. Research proposal grading rubrics were used as the evaluation criteria. Each team was required to provide written feedback and a funding recommendation. The proposal with the highest score was “funded” with five extra credit points.
Poster competition	Students dressed professionally and, as a group, presented their SSP poster to their peers, instructors, and other STEM faculty in a setting mimicking a poster competition at a scientific meeting. The research team with the highest final poster presentation score won the competition.