Making connections: service-learning in introductory cell and molecular biology

Area of Science:

• Biology Education
• Service-Learning Pedagogy
• Community Engagement

Background:

• First-year undergraduate biology courses often lack direct application and community connection.
• Service-learning offers a pedagogical approach to bridge academic learning with real-world experience.
• Underserved urban youth benefit from accessible, engaging science activities.

Purpose of the Study:

• To describe the implementation and outcomes of a service-learning course in first-year majors biology.
• To assess the impact of integrating community service with academic coursework on student learning and professional development.
• To evaluate the effectiveness of hands-on biology activities in engaging underserved urban youth.

Main Methods:

• Students engaged in approximately 25 hours of service per semester with community partners.
• Service activities focused on designing and facilitating hands-on biology lessons for urban youth.
• Coursework integration included class discussions, group activities, instructor feedback, and weekly reflective blogs.

Main Results:

• Students reported the biology course to be highly rigorous based on university-wide evaluations.
• Reflective blogs and surveys indicated enhanced professional skills and community engagement.
• Students perceived their service experience as significantly enhancing their learning in biology.

Conclusions:

• Service-learning effectively integrates academic content with practical application in undergraduate biology.
• The program successfully fostered student professional development and community engagement.
• This model enhances biology learning outcomes and provides valuable experiences for both students and underserved youth.