UCI BioEYEs: A Graduate-Student-Led Model for Sustainable, Inclusive Science Outreach

Abstract

Zebrafish are a powerful, accessible vertebrate model for teaching core biology concepts. BioEYES is a well-established K-12 outreach program that uses inquiry-based classroom investigations to leverage these strengths. However, its traditional model relies on dedicated personnel and substantial infrastructure, limiting sustainability at individual institutions. Here, we describe UCI BioEYEs, a graduate student-led adaptation that maintains BioEYES' educational strengths while reducing logistical and financial barriers. In partnership with middle school science teachers at a dual-language (English-Spanish) campus, UCI BioEYEs delivers week-long modules built around live zebrafish embryos and larvae. Graduate students lead hands-on investigations in cell biology, development, environmental effects on embryogenesis, and Mendelian inheritance. Activities use standard classroom equipment (e.g., school-grade stereoscopes, smartphone-based imaging), enabling repeated use without specialized infrastructure. Over four years, UCI BioEYEs reached over 1,100 middle school students. Teachers cited curriculum integration, sustained engagement with live vertebrate models, graduate student role models, and inclusive bilingual design as key to long-term adoption. Graduate instructors reported major gains in teaching confidence and science communication skills. Thus, a graduate student-led structure sustains zebrafish-based outreach benefiting K-12 learners while supporting graduate training. UCI BioEYEs offers a transferable framework for scalable, inclusive science education. All curricular materials are provided here to support adoption by other institutions.