2026 ASEE Annual Conference & Exposition

Secondary school STEM courses implement a knowledge-based approach to learning in contrast to the critical thinking framework in post-secondary education. Subsequently, students often have limited understanding of applying STEM concepts in post-secondary learning environments that demand critical thinking competencies for success. The Discovery program was launched in 2016 to engage high school students in applying scientific concepts through inquiry-based STEM projects. Each semester, Grade 11 and 12 students enrolled in biology, chemistry, or physics classes at local high schools undertake an open-ended research project rooted in a real-world problem. Student visits to university teaching facilities occur multiple times throughout the semester with instructional support from graduate student mentors and science teachers, allowing students to explore their interests in STEM using state-of-the-art resources while interfacing with practicing scientists.  The Discovery project comprises 10-15% of each students’ final course grade.

Prior to the COVID-19 pandemic, the Discovery program demonstrated multiple positive outcomes for students. For many participants, performance in their Discovery grade significantly exceeded their in-class performance, with 47% of program participants scoring at least 15% higher on their Discovery project compared with their overall course grade. However, educational practices have shifted as students and educators face post-pandemic challenges surrounding learning disruptions that have not been fully defined. To adapt to this new educational landscape, we are investigating whether the Discovery program framework and student impact has shifted due to pandemic-related educational effects. In a recent study, thematic analysis of structured interviews with teachers who partnered with Discovery in 2024 revealed that while students and teachers are navigating post-pandemic challenges in classroom engagement and learning loss, students are excited and engaged during program participation, promoting development of a more resilience-oriented long-term learning mindset.  

Herein, we examine post-pandemic outcomes of the Discovery learning model through student performance. Grade, survey, and attendance data from participants collected during Spring and Fall 2025 programming will be assessed to define program impact for students. Initial findings from Spring 2025 include data representing 82 students from 3 high schools, with each school facing various degrees of external challenges to learning determined by the learning opportunities index from the local partner school board. Preliminary results indicate students scored between 39% to 100% on their Discovery grade and 26% to 99% in their final course grade, compared to pre-pandemic scores from 159 students ranging from 36.8% to 97.8% on the Discovery grade and 26.4% to 95% in the final course grade. Notably, student cohorts facing higher challenges to learning scored a median Discovery grade approximately 17% higher than their median course grade, whereas student cohorts facing fewer challenges to learning scored only 5% higher in their median Discovery grade compared to their course grade. Initial findings indicate the Discovery framework continues to provide an impactful learning experience for students, despite challenges from learning disruptions and return to in-person spaces. Comprehensive findings from the complete analysis will demonstrate how Discovery continues to provide learning impacts for participants like those observed prior to the pandemic, and where program focus requires greater attention.