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Biology Beyond the Classroom: Experiential Learning Through Authentic Research, Design, and Community Engagement.

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This paper highlights three high-impact practices—Course-Based Undergraduate Research, Digital Fabrication, and Service Learning—that move science education beyond the classroom. These methods enhance student engagement and appeal to underrepresented groups in STEM.

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Area of Science:

  • Integrative and Comparative Biology
  • STEM Education

Background:

  • Traditional science lectures often fail to engage diverse student populations.
  • Experiential learning is crucial for increasing relevance and authenticity in science education.
  • Underrepresented groups are often excluded from the Science, Technology, Engineering, and Mathematics (STEM) workforce.

Purpose of the Study:

  • To showcase innovative approaches for engaging undergraduate students in experiential science learning.
  • To present findings from the symposium 'Biology Beyond the Classroom: Experiential Learning through Authentic Research, Design, and Community Engagement.'

Main Methods:

  • Focus on three high-impact practices: Course-Based Undergraduate Research (CUBR).
  • Digital Fabrication in Makerspaces.
  • Service or Community-based Learning Opportunities.

Main Results:

  • These alternative approaches effectively engage students outside the traditional classroom setting.
  • The methods demonstrated success in appealing to diverse student groups.
  • Experiential learning fosters greater relevance and authenticity in science education.

Conclusions:

  • Innovative pedagogical approaches can significantly improve undergraduate science education.
  • Experiential learning is key to broadening participation in STEM fields.
  • These practices offer effective alternatives to traditional lecture-based instruction.