Universal Design for Learning Strategies to Improve Student Engagement, Confidence, and Participation in an Undergraduate Biochemistry Laboratory Course

Abstract

Biochemistry laboratory courses present unique challenges to students, especially those with disabilities. This dissertation investigates how inquiry-based learning (IBL) and Universal Design for Learning (UDL) can be systematically integrated into an undergraduate biochemistry laboratory course to address these challenges. This work evaluates curricular, instructional, and environmental modifications in a longitudinal study. Aim 1 demonstrates that a module-based laboratory course can be reorganized into a inquiry-based format while preserving core technical competencies, resulting in high levels of student engagement and perceived gains in durable skills. Aim 2 applies UDL principles of Representation, informed by cognitive load theory and text-signaling, to redesign laboratory manuals, leading to reduced student stress and improved navigation of course materials while maintaining learning outcomes. Aim 3 examines the physical accessibility of laboratory environments through student feedback, highlighting how they influence participation and identifying both improvements and persistent barriers across different instructional spaces. Collectively, these findings contribute to the literature by bridging research on undergraduate laboratory courses and UDL in biochemistry, demonstrating that scalable, low-cost interventions can improve engagement and accessibility in laboratory settings. This work provides an evidence-based framework for integrating inquiry, accessibility, and skill development in biochemistry laboratory education and underscores the importance of aligning instructional design with both cognitive and physical dimensions of student experience.