Wellness in Online Undergraduate Biology Education

Exploring the implementation of a short wellness intervention in online undergraduate biology courses

Research Design

Project Overview

This graduate research proposal explored the implementation of a short wellness intervention within online undergraduate biology courses. The project examined how instructional design and wellness-focused educational practices may support student mental health, engagement, and academic success in online STEM learning environments.

Using a convergent mixed-methods approach, the proposed study aimed to investigate student wellness needs, evaluate the design of a short wellness intervention, and explore implications for future online undergraduate science curriculum design.

Problem Context

The project was motivated by growing concerns regarding student mental health and wellbeing in online post-secondary learning environments following the COVID-19 pandemic. The literature suggested that undergraduate students transitioning into university during and after the pandemic experienced increased stress, isolation, and mental health challenges. 

Research in STEM education indicated that wellness interventions may improve student wellbeing, sense of belonging, and academic engagement. However, there remained limited research focused specifically on online undergraduate biology learners. 

This gap motivated the exploration of scalable, low-barrier wellness interventions integrated directly into online undergraduate biology courses. 

Research Focus

The study explored the following central research question: 

Does implementing a short wellness intervention in an online undergraduate biology course have an effect on student mental health and wellbeing?

Sub-questions: 

• What are the wellness needs of post-pandemic students in online undergraduate biology courses?

• What constitutes effective designs of a wellness component for an online undergraduate biology course?

• How significant are short wellness interventions in enhancing online undergraduate biology students’ academic success?

Wellness Intervention Design

The proposed intervention involved integrating a short wellness-focused instructional component directly into an online undergraduate biology course.

The intervention included: 

• an eight-slide wellness presentation

• supportive wellness resources

• guided mindfulness activity

• topics on:

  • sleep

  • nutrition

  • hydration

  • exercise

  • mindfulness and meditation

The intervention was intentionally designed to be: 

• low-barrier

• scalable

• integrated into existing course instruction

• supportive of learner wellbeing without disrupting course content

The project also considered accessibility and instructional clarity through presenter notes, structured talking points, and LMS integration.

Research and Evaluation Approach

The proposal used a convergent mixed-methods design grounded in a pragmatic research worldview.

The study integrated: 

• quantitative survey data

• qualitative open-ended responses

• repeated measures across multiple time points

to provide a more holistic understanding of student experience and wellness outcomes.

Data Collection Methods: 

• Pre-intervention survey

• Post-intervention survey

• Final reflective survey

• Qualitative thematic analysis

• Quantitative analysis of repeated survey measures

Literature Insights

The literature review identified several themes relevant to undergraduate STEM education: 

• Student wellbeing significantly impacts learning and academic success

• Online STEM learners may experience increased stress and burnout

• Wellness interventions can support belonging, self-efficacy, and engagement

• There is limited research focused specifically on online undergraduate biology learners

The proposal aimed to contribute to this emerging area of undergraduate science education research.

Reflection

This project strengthened my interest in undergraduate science education, educational development, and student-centered instructional design.

As a former undergraduate biology student who experienced the transition to online learning during the pandemic, I became interested in how educational design decisions influence student wellbeing, engagement, and learning experiences.

The proposal deepened my skills in:

• educational research design

• mixed-methods evaluation

• instructional intervention planning

• literature synthesis

• research-informed curriculum thinking

It also reinforced my interest in contributing to evidence-informed teaching and learning initiatives in higher education STEM contexts.

Skills Demonstrated

• Educational research

• Mixed-methods evaluation

• Undergraduate science education

• Instructional design

• Student-centered learning and curriculum

• Literature review and research writing

• Evidence-informed practice

• Student wellness and engagement

• Educational innovation in STEM