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Upper division immunology courses often emphasize complex cellular and molecular mechanisms while offering limited insight into the human stories behind scientific discovery. To address this gap and to boost student engagement and understanding of textbook content and challenging immunological concepts, students first read a nonfiction biographical science narrative in full before beginning the course textbook. Early exposure to the personal and professional journeys of scientists, clinicians, and patients provided historical context and humanized the development of the field. Structured assignments, including reflective summaries, in-class discussions, and student generated oral presentations on the people discussed in the narrative that contributed to immunological discovery, reinforced the nonlinear nature of science and strengthened students’ sense of connection and belonging. Integrating storytelling with scientific inquiry increased motivation, engagement, and conceptual understanding, supporting science identity development and deep learning in advanced biology courses.
