To create opportunities for meaningful applications of data science for diverse students, we developed and implemented an online learning module focused on engaging students at a Hispanic Serving Institution (HSI) in an analysis of authentic soil data. Development of the module occurred over three design iterations involving interviews with 10 undergraduate STEM students. We then implemented the finalized module in three undergraduate microbiology classrooms (N = 118) using a pretest, posttest, comparison group quasi-experimental study design to assess whether the module improved student microbiology knowledge, perceived relevance of data science, and motivation. Findings revealed that, after adjusting for key variables, the intervention group demonstrated significantly greater microbiology knowledge than the comparison group. Path analyses revealed indirect effects of the intervention through value and interest in STEM. We discuss how findings contribute to theory and practice.