Integrating Service Learning into a Neuropsychopharmacology Course

Area of Science:

• Neuroscience
• Psychology
• Education

Background:

• Undergraduate neuropsychopharmacology courses face challenges connecting theory to real-world substance use issues.
• Service learning (SL) offers a method to engage students and bridge academic content with practical application.
• Integrating SL into a "Drugs & Behavior" lab course aimed to address these challenges.

Purpose of the Study:

• To describe a service learning model implemented in an undergraduate "Drugs & Behavior" laboratory course.
• To assess the impact of SL on student learning, skill development, and community engagement in substance use prevention.
• To provide a framework for integrating SL into similar science courses.

Main Methods:

• A semester-long service learning project was developed, partnering a "Drugs & Behavior" course with a local anti-drug coalition.
• Undergraduate students analyzed substance use survey data from local 6-12th grade students.
• Deliverables included scientific reports, community informational summaries, and mock grant proposals.

Main Results:

• Students successfully applied analytical skills to real-world substance use data.
• The SL experience fostered connections between course material and community issues.
• Students reported enhanced problem-solving abilities and a greater sense of agency in addressing substance use.

Conclusions:

• Service learning provides a valuable pedagogical tool for neuropsychopharmacology and related courses.
• This model effectively enhances student understanding of substance use complexities and community-based solutions.
• The partnership successfully met both academic objectives and community partner goals, demonstrating a mutually beneficial collaboration.