This project aims to serve the national interest by developing scalable, inquiry-based teaching practices for large laboratory courses in the STEM disciplines. Inquiry-Based Learning (IBL) enhances students' critical thinking, problem-solving, and analytical skills, essential competencies in today's rapidly evolving technological landscape. Physical laboratories provide valuable opportunities for students to apply theoretical knowledge to real-world problems, enhancing their conceptual understanding. However, scaling self-guided inquiry in large lab courses faces significant challenges due to limited resources such as equipment, space, and staff. To bridge this gap, virtual laboratories offer interactive digital simulations, enabling large-scale, cost-effective experimentation. Research suggests that a blended approach—integrating physical and virtual labs—yields the best outcomes. Yet, there remains a critical need to explore how students transfer lecture and lab learning into independently designing and conducting experiments. This Level II Engaged Student Learning project plans to identify effective methods for offering inquiry-based lab experiences to large numbers of students, anchored in a synergistic blend of physical and virtual experiments. This project seeks to introduces Scalable Inquiry-Based Lab Experiences (SIBLE), a new instructional framework designed to address challenges to providing self-guided inquiry in large lab courses. The project team plans to i