This study aimed to enhance students’ experimental skills and laboratory techniques in cell and molecular biology. A trifold intervention involving a Gene Screen Worksheet, a Gene Screen Flowchart, and a laboratory manual were used, along with a mixed methods approach to data collection. The trifold intervention was grounded in constructivism, design-based, inquiry-based, and project-based learning theories. The Gene Screen Worksheet was an inquiry-based learning assignment, while the Flowchart was a design-based learning activity. The laboratory manual was an open educational resource that incorporated project-based learning and constructivism within each experiment. This study addressed three research questions: the ability of the Gene Screen Worksheet to increase predictive power, the ability of the Gene Screen Flowchart to increase explanatory power, and the ability of the lab manual to increase both predictive and explanatory power. The results reported that students increased their predictive and explanatory power related to genetic screenings, addressing all three questions.

The Association of American Medical Colleges (AAMC) conducts annual demographic data collection for all medical school applicants and matriculants, revealing a concerning trend of underrepresentation of minority groups. Among these, the data from 2018 to 2023 showed a low underrepresentation of Latine women, with only a 3% representation among those who applied and matriculated into medical school. This low representation serves as an indicator that Latine women are encountering challenges during their premedical education journey, requiring the need for an action research study to investigate and develop an intervention to help the issue. The action research study is aimed at understanding and supporting the attrition of Latine women in their premedical education journey. The study employed a mixed methods approach, in understanding societal, academic, and cultural barriers that often limits their progress. Reoccurring themes of: family, motivation, advising, confidence, and mentorship led to the development of an intervention to fill the gaps these themes represent. Latine en Medicine: La Fuerza Within ten-week mentorship was designed to equip participants with essential premedical education resources and interpersonal skill development, helping them build confidence and empowerment to persist in their premedical education journey. The program aimed to address the gaps identified within the recurring themes and provide tailored support to ease the barriers faced by Latine women. Feedback from participants demonstrated the reflective impact of the intervention. Participants reported an increase in familial support, a heightened sense of connection to their premedical education journey, and improved self-confidence. In conclusion, this action research study showcases the importance of understanding and addressing the challenges faced by Latine women on their premedical education journey. The intervention offers an approach to bridge the gaps identified in this study and supporting inclusivity, empowerment, and increased representation of Latine women in the premedical education journey. This intervention represents a helpful step towards supporting the important cause of an equitable and diverse healthcare workforce.

While deep disciplinary knowledge will be required to develop next-generation clean energy technologies, the skills to work across disciplines and with diverse stakeholders will also be required. Providing authentic and explicit opportunities for graduate students in science, technology, engineering, and math (STEM) to engage in the broader impacts (BI) 0f their research could support the development of these skills. A concurrent mixed methods action research study was conducted to evaluate the effects of a three-part, semi-structured design workshop on clean energy fellows’ knowledgeability of the broader impacts of their research, their identification with the clean energy field, and their ability to develop high-quality educational outreach products. This study was grounded in a sociocultural theory of learning and informed by several conceptual frameworks: situated learning (Lave & Wenger, 1991), communities of practice (Wenger, 1998), and knowledgeability (Wenger-Trayner & Wenger-Trayner, 2015). Quantitative data was collected through a rubric and survey informed by guiding principles from the Broader Impacts Review Document for National Science Foundation Proposals (Center for Advancing Research Impact in Society, 2020). Qualitative data was collected through this survey and a focus group interview. Results demonstrated a significant, strong, and positive correlation between attendance at the design workshop attendance and Product of Lasting Value (PLV) quality. Unfortunately, the lack of respondents in the post-survey prevented the ability to quantify any changes that took place in fellows’ knowledgeability of the BI of their research and their identification with the clean energy field due to the innovation. Yet, results from the focus group interview do show that some fellows experienced increased knowledgeability of the BI of their research and identification with the clean energy field, but these gains were not necessarily due to the PLV Design Workshop.