Long-Term Learning Gains in Students Using Community Based Learning

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.