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Implementing Service Learning to Encourage Students’ Real World Application of Biology  Amy E. Kulesza, Kelsie M. Bernot, & Judith S. Ridgway

Center for Life Sciences EducationThe Ohio State University, Columbus, OH

 

Today’s Objectives• Recognize the distinction between service learning and

community service

• Analyze the potential areas of impact on student learning from a service learning course

• Apply ideas for service learning to your own courses

• Evaluate efficacy of service learning projects

Outline• Background on Service Learning

• Our service learning course in an introductory biology class

• The results of the course and how it impacted our practice

• What changes we’ve made and plans for the future

What is the distinction between service learning and community service?

Community Service Service Learning

Make a valuable contribution to the community

Impact student learning through a contribution to the community

Learning is secondary or unintentional

Learning is intentional and the primary goal

No integration of curriculum Promote curricular goals and apply classroom learning in service settings

Why is Service Learning High-Impact?• Students think about biology for an extended time

outside of the classroom.

• Students integrate multiple topics across society and the classroom (Kuh 2008).

• Students spend more time interacting with peers, community members, and faculty in purposeful scientific discussion (Brownell and Swaner 2010).

• Students participate in several critical reflections (Ash and Clayton 2009).

Problem: Students don’t understand why they need to learn Biology

Idea Spark: Lilly Conference 2012…Service Learning Project?

Question: Does service learning improve students’ ability to connect Biology class to real-world issues?

Pilot Project Methods

• 60 honors Introductory Biology students• freshmen / sophomoresSubjects

• 1 of 6 external service activities• 1 of 6 external learning activities• Poster Session with Community Partners / Faculty

Student Activities

• Students: two separate blocks 6-14hrs total• Instructors: ~ 2hrs / week

Time outside of class

• Community Partner• Students• Instructors

Reflection

MMORE (Multiple Myeloma Opportunities for Research & Education)

• Service: Students volunteered at MMORE’s annual fundraising gala.

• Learning: • Gala guest speakers• Visit MM research laboratory• meet a MM survivor

Waterman Farms• Service: Students planted

thousands of tomatoes, peppers, lettuce, and other plants in the Garden of Hope for cancer patients

• Learning: • Visit School of Agriculture’s

fruits and vegetables large scale processing facility

• Learn about ongoing studies on the cardioprotective effects lycopene isoforms in tomatoes

• Participate in a Consumer Sensory Testing experience

Red Cross• Service: Recruit

participants and serve as administrative staff for blood drive

• Learning: • Tour regional Red Cross

manufacturing facility • Visit research laboratory

that uses blood from the Red Cross to study immune cell function.

Pelotonia (Cycling Fundraiser for Cancer Research)

• Service: Students designed and posted recruitment flyers/sidewalk art to raise awareness of Pelotonia

• Learning: • hands-on training in robotic surgery (used for prostate

cancer)• Visited a cancer research laboratory• Met a cancer survivor

Supporting our Furry Friends (OSU vet school)• Service: Students

volunteered at the OSU Veterinary School Annual open house

• Learning: • Students toured OSU

Veterinary Medical Center

COSI (Center of Science and Industry)

• Service: Students helped COSI guests test their brain power and problem solving skills while introducing them to puzzles, riddles and mental challenges

• Learning: • Students visited the Science Center exhibits

PosterSession

• Poster Design • metrics for analyzing the

efficacy and significance of contribution

• identifying specific connections between classroom biology topics and their service activity

• presenting ideas for future contributions an individual, as a class, and OSU as a university

• Peers, faculty, and community partners at a formal symposium

Community Benefit/Impact• untapped potential of college students• New student club (Multiple Myeloma)

Overall New Resources

• $91,000Pelotonia Student Team

• $200,000• 640 attendees, the most everMMORE gala

• >4000 vegetables plantedWaterman Farms

• Met goal of 18 donationsBlood Drive

• Educated thousands of community members• Donated dog and cat food to local shelters

Vet School Open House

Student Benefits/Impact

Evidence of student ability to connect classroom lessons to real world issues

Positive comments on SALG course evaluations, reflections, and unsolicited thanks

Networking opportunities and potential career options

Discovery of Unexpected Instructor Benefits

• felt more engaged with the students

• felt more enthusiastic about teaching

• requests from other students not in the class to join

• Increased interdisciplinary collaboration

What kind of service learning could you

incorporate into your classes?

How student responses informed our practice• Students wished more classes had service learning

components

• Students made connections between course material and service activities both verbally and in written format.

• Students felt they had made significant contributions had had a better understand of the communities’ needs around them.

What we did next…Service Learning Grant• Attend course design institute• Write manual for other instructors to follow• Add more scientific method to the project

Research study on efficacy• IRB-exempt study• Compare to research project previously part of course

Sustainability• Implement project as permanent part of course• Consider application for S-designation• Introduce project to other institutions

Changes to the Project itself• Journal Articles about Service Learning• In class role playing games• Meetings with community partner

Increase Student Preparation

• 6 service and 6 learning activities was too much administratively – 3 more reasonableReduce number of

potential activities

• Lab Activities• Lecture Activities• Service Learning Project

Intentional use of Open-Ended Inquiry with Scientific Method

• All students are exposed to topics related to each projectIn class activities related

to each project

• Clear expectations from both partners and instructors on how the students will participateIncrease interactions

with community partner

Activity Part II• As a group, use the rubric to evaluate at least one

person’s response (5 mins)

How to measure associated changes in student learning?• Methods for assessing student skills vs. comprehension?• Short term vs. long term retention?• Formative vs. summative?

Acknowledgements• Community Service and Learning Partners

• Nancy Kaufmann and Steve Fink, PhD (MMORE co-founders)• Laura Wieks (CelebrateMMORE gala volunteer coordinator)• Don Benson, MD, David Ciarilello, Matt Hare• Candice Hines (Red Cross Coordinator, OSU)• American Red CrossCentral-Southeast Ohio Region• Tiffany Hughes, PhD• Karl Koon (Pelotonia Team Buckeye Captain)• Ohio State's Center for Advanced Robotic Surgery• Michael Caliguiri, MD, Bethany Mundy-Bosse, PhD and Sabrina Garman• Glenn Mills (Farm Manager, Waterman Farms)• Center for Advanced Functional Foods Research and Entrepreneurship-Robin Ralston, MS, RD• Consumer Sensory Testing Center - Melody Leidheiser• Center of Science and Industry

• Biology 1113H Students

• Center for Life Sciences Education• Dr. Caroline Breitenberger, Director• Matt Misicka, Assistant Director

• Instructors• Dr. Dick Swenson and Dr. Steven Justiniano

• Service Learning Initiative at The Ohio State University