Student perceptions of STEM engagement and student-led learning in a biotechnology-focused honors course: a qualitative case study.

Abstract

"Honors 152: What is possible? Developments in Biotechnology" is a course tailored for introductory students of all majors to promote self-guided exploration of science, technology, engineering and mathematics (STEM). By introducing academic journal articles early in the semester and using authentic learning strategies, the course helps students grow more confident in exploring unfamiliar topics in biotechnology. Students demonstrate their learning through team presentations, mid-term examinations, and a final project, which involves independent research and presentations on chosen biotechnology topics. Rather than following detailed assignment requirements, the course scaffolds peer learning and student-selected inquiry to reduce perceived stress and encourage students to engage with unfamiliar biotechnology topics. To examine former students' perceptions of the course, we conducted a qualitative case study using open-ended survey responses from students across three recent cohorts. Responses highlighted the value of peer learning, increased comfort with complex or unfamiliar STEM topics, and lowered perceived stress relative to traditional course structures. In addition, several respondents also described a greater openness to STEM with a greater interest in pursuing undergraduate research or STEM coursework. These findings suggest that early Honors courses can serve as a model for an early-stage Honors intervention to provide meaningful opportunities for students to practice autonomy, inquiry, and scientific communication, while also identifying course design features that may be useful for other Honors STEM educators.