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Science epistemology is the foundation of how biology constructs knowledge but is often implicit in undergraduate research experiences (UREs). This study describes the development of one student’s ideas about scientific knowledge in a URE in which science epistemology was explicitly discussed in meetings and written reflections.

Institutions of higher education often have multiple entry points for first-time and transfer college students to engage in high-impact educational practices (HIPs), well documented to advance student learning outcomes. Some students may seek out repeated opportunities while others engage very little or not at all in activities such as student-faculty research, study abroad, internships, first-year cohort programs, service-learning, and the like. When institutions maintain decentralized data and records on students’ participation, obtaining a true understanding of the "who, what, when, and where" of HIPs can be difficult. In this paper, we present an institutional strategy for longitudinal collection of data for nearly 5,000 entering students across six years and nine different categories of HIPs, and we discuss the opportunities and implications of performing such a study. Additionally, we provide examples of how disaggregation of student data is crucial for using the results to improve curriculum and resource alignment for institutional research and institutional change purposes, supporting the goal of inclusive and equitable college engagement portfolios for all students.