Contemporary research suggests an urgent need for educators to improve the quality of STEM teaching and learning. We developed a semester-long model curriculum for STEM teaching and learning. The overarching goal of this study was to establish an authentic inquiry approach to advanced laboratory courses that is interdisciplinary, collaborative, and utilizes algorithm-generated student grouping strategies. We assessed the effects of the model curriculum on student understanding of scientific concepts and processes, perceptions of their learning, and attitudes toward science and research. Students in a biology laboratory course collaborated with students in biochemistry and mathematics courses. The differences between pre- and post-Participant Perception Indicator (PPI) survey responses (relative to the baseline semester) indicated that, when paired with similarly-performing students, higher-performing students are more likely to report improvements in "understanding," "skills," "integration of learning," and "meeting learning objectives." Mid-level performing students report significant improvements in "understanding," "attitudes," "integration of learning," and "meeting learning objectives." Lower-level performing students report regressions. Performance quiz data reveal improvements in understanding of scientific concepts following the implementation of our model curriculum. Our findings warrant future studies on the relationships among grouping, student perceptions, and academic performance.