High school students often struggle to connect classroom STEM knowledge with post-secondary pursuits. This paper introduces *Discovery*, an inquiry-focused learning model delivered in collaboration with high school teachers and STEM graduate students. The program uses biomedical engineering as its context and incorporates iterative, problem-based learning to enhance critical thinking. Assessment of grades and survey data indicate a positive impact on students' STEM interest and engagement, particularly among underperforming and repeat participants. *Discovery* offers a scalable platform for boosting STEM persistence.

Locke Davenport Huyer, Neal I. Callaghan, Sara Dicks, Edward Scherer, Andrey I. Shukalyuk, Margaret Jou, Dawn M. Kilkenny