Background: In my Environmental Toxicology and Health Lab course, an innovative hands-on biological model group project was designed aiming to improve student engagement and comprehension. This approach enhanced students' research, analytical, and presentation skills while fostering a deeper understanding of environmental toxicology concepts and promoting inclusion. Statement of Research Question: How does the implementation of hands-on biological model projects in the curriculum affect student learning outcomes, presentation skills, and inclusion? Study Design and Methods: Students were assigned to groups and tasked with designing and conducting experiments using biological models to test the toxicity of substances of their choice. They were guided on how to conduct searches, perform literature reviews, design studies, and present findings through posters, reports, and oral presentations. Emphasis was placed on encouraging students to explore topics of personal interest, enhancing engagement and ownership of the learning process. Examples included the impact of alcohol on daphnia, TC50/LC50 bioassays of Cannabidiol on mealworms, and the toxicity of household bleach and vinegar on yeast cells. Pre- and post-project assessments evaluated changes in understanding of course concepts, citation skills, and sense of inclusion. Data Supporting Effectiveness of Strategy and Conclusion: In final exams, 93.75% of students answered questions related to animal models and risk assessment correctly, compared to 43.75% before the project. Post-project assessments revealed that 100% of students cited references professionally using APA style in lab reports, up from 50% before the project. Qualitative feedback indicated students felt more included and engaged when exploring topics of personal interest. These results suggest the hands-on group project significantly enhanced understanding of key concepts, professional presentation skills, and inclusion. Concluding Statement: This approach effectively improves student learning outcomes, presentation skills, and inclusion, indicating its potential for broader application in biological education, particularly in promoting an active and inclusive learning environment.
