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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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Long-Term Learning Gains in Students Using Community Based Learning.

Autumn A Stevens1, Nancy A Michael1, Gabriel A Radvansky2

  • 1Department of Biological Sciences, University of Notre Dame, Notre Dame, IN 46656.

Journal of Undergraduate Neuroscience Education : JUNE : a Publication of FUN, Faculty for Undergraduate Neuroscience
|July 14, 2025
PubMed
Summary
This summary is machine-generated.

Community-based learning (CBL) effectively enhances STEM education by improving scientific knowledge, literature literacy, and communication skills. This approach fosters long-term learning gains and civic engagement in students, even without high-stakes exams.

Keywords:
STEM educationcommunity-based learning (CBL)developmental neurosciencelong-term learning gains

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Area of Science:

  • Neuroscience education
  • STEM pedagogy

Background:

  • Translational communication and public engagement are vital for translating scientific discoveries into societal benefits.
  • Community-Based Learning (CBL) effectively develops these skills in humanities but is underutilized in STEM.
  • Existing research lacks data on CBL's efficacy in STEM settings, particularly regarding long-term impacts.

Purpose of the Study:

  • To assess the effectiveness of a Community-Based Learning (CBL) approach in a undergraduate Developmental Neuroscience course.
  • To evaluate the impact of CBL on students' content knowledge, scientific literature literacy, communication skills, and civic engagement.
  • To determine if learning gains associated with CBL are maintained over time.

Main Methods:

  • 90 undergraduate seniors in a Developmental Neuroscience course participated in a CBL experience alongside regular coursework.
  • Pre/post surveys assessed content knowledge, literature literacy, scientific communication, and civic engagement.
  • 10 alumni completed follow-up surveys to evaluate long-term learning retention.

Main Results:

  • Significant improvements were observed in content knowledge, literature literacy, and translational communication skills post-course.
  • These learning gains were sustained over time, as evidenced by alumni survey results.
  • The study demonstrated the efficacy of CBL in a STEM context without relying on high-stakes examinations.

Conclusions:

  • Community-Based Learning (CBL) is a valuable pedagogical tool for enhancing STEM education, fostering critical scientific skills.
  • CBL promotes long-term retention of knowledge and improves scientific communication and civic engagement among students.
  • This study provides evidence for the successful integration of CBL in STEM curricula, highlighting its lasting benefits.