Triple Helix Research for Integrated and Versatile Education in STEM

This project aims to serve the national interest by improving undergraduate STEM education through the development and implementation of an innovative interdisciplinary curriculum model at Miami Dade College Homestead Campus in South Florida. The significance of this work lies in addressing a persistent challenge in undergraduate life science education: students typically encounter microbiology, anatomy and physiology, and psychology as isolated disciplines, which undermines critical thinking, reduces engagement, and leaves students unprepared for the interdisciplinary nature of modern science and healthcare careers. This Level 1 Engaged Student Learning project introduces the Triple Helix Model, a coordinated, case-based learning framework that synchronizes instruction across three foundational life science courses to explicitly connect biological, physiological, and behavioral processes. The importance of this approach is underscored by growing evidence that integrated, contextually relevant learning experiences improve student persistence, course performance, and STEM identity. By embedding community-engaged research experiences and relatable and relevant case studies into course delivery, the project intends to increase student learning outcomes, STEM major persistence, and civic engagement for approximately 300 students annually, while producing an openly available implementation model transferable to institutions nationwide. The goals of the Triple Helix Research for Integrated and Versatile Education in STEM, or THRIVES, project are to develop and evaluate the Triple Helix Model across three coordinated introductory life science courses: microbiology, anatomy and physiology, and psychology. The scope of the project spans three years and targets student success outcomes (course performance, retention, and STEM persistence) and cognitive development outcomes (interdisciplinary thinking and academic engagement). The methodology centers on three interconnected activities. First, Year 1 focuses on systematic curriculum design, including the development of 8 to 10 synchronized case studies and integrative assessment instruments, alongside 20 hours of faculty professional development in case-based and interdisciplinary pedagogy. Second, Years 2 and 3 implement the Triple Helix curriculum across coordinated course sections serving approximately 150 students per cohort, using a non-randomized controlled trial design with propensity score matching to compare outcomes between intervention and comparison students. Data collection will include the Interdisciplinary Connections Inventory (a novel validated instrument), course performance metrics, STEM persistence tracking, and qualitative focus group data. Mixed-methods analysis will employ multilevel modeling and thematic coding, with external evaluation. Third, scaffolded undergraduate research experiences will provide authentic interdisciplinary contexts connecting microbiology, environmental science, and agricultural sustainability. Dissemination plans include peer-reviewed publications, presentations at national conferences, and open-access curriculum materials released under Creative Commons licensing. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.