PT - JOURNAL ARTICLE AU - Locke Davenport Huyer AU - Neal I. Callaghan AU - Sara Dicks AU - Edward Scherer AU - Andrey I. Shukalyuk AU - Margaret Jou AU - Dawn M. Kilkenny TI - Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program AID - 10.1101/822783 DP - 2019 Jan 01 TA - bioRxiv PG - 822783 4099 - http://biorxiv.org/content/early/2019/12/02/822783.short 4100 - http://biorxiv.org/content/early/2019/12/02/822783.full AB - The multi-disciplinary nature of science, technology, engineering and math (STEM) careers often renders difficulty for high school students navigating from classroom knowledge to post-secondary pursuits. Discrepancies between the knowledge-based high school learning approach and the experiential approach of undergraduate studies leaves some students disillusioned by STEM. We present Discovery, a semester-long inquiry-focused learning model delivered by STEM graduate students in collaboration with high school educators, in the context of biomedical engineering. Entire classes of high school STEM students representing diverse cultural and socioeconomic backgrounds engaged in iterative, problem-based learning designed to emphasize critical thinking concomitantly within the secondary school and university environments. Assessment of grades and survey data suggested positive impact of this learning model on students’ STEM pursuits, notably in under-performing cohorts, as well as repeating cohorts that engage in the program on more than one occasion. Discovery presents a scalable platform blurring the divide between secondary and post-secondary learning, providing valuable learning opportunities and capturing cohorts of students that might otherwise be under-engaged in STEM.