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Effects of a Service-Learning Neuroscience Course on Mood and Intergroup Anxiety
Loretta M Flanagan-Cato1, Rista C Plate1, Christina Steele1
1Department of Psychology and Undergraduate Neuroscience Program, University of Pennsylvania, Philadelphia, PA, 19104.
Summary
College students teaching neuroscience to high schoolers improved student well-being. This academically based community service course enhanced positive affect and reduced anxiety in college students, benefiting both participants.
Area of Science:
- Neuroscience education
- Community engagement
- Psychological and social wellness
Background:
- Academically Based Community Service (ABCS) courses integrate academic learning with community service.
- Under-resourced schools often lack opportunities for advanced science engagement.
Purpose of the Study:
- To evaluate the psychological and social impacts of an ABCS neuroscience course on college student instructors.
- To assess the experiences of high school students participating in the neuroscience outreach program.
Main Methods:
- A 10-week neuroscience course where college students taught high school students.
- Observational and survey methods were used to collect data from both student groups.
- A control group of college students not enrolled in the course was included for comparison.
Main Results:
- Neuroscience teaching sessions fostered 45-60 minutes of science-focused discussion weekly.
- College students in the course reported increased positive affect and decreased intergroup anxiety compared to controls.
- High school students perceived the sessions as positive social experiences.
Conclusions:
- Neuroscience-based community engagement benefits college students' psychological and social wellness.
- The program serves as a positive experience for community partners (high school students).
- ABCS models can effectively enhance science education and student development.
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