Self-Driven Service Learning: Community-Student-Faculty Collaboratives Outside of the Classroom

Segarra, Verónica A.; DeLucia, Alexandra; DeLucia, Alyssa A.; Fonseca, Renee; Penfold, Michael P.; Sawyer, Katlyn M.; Harold, Cecelia M.; Reddig, Courtney; Singh, Ashima; Musri, Ibrahim; Wright, Jacqueline C.; Leissing, J. J.; Dennis, Samantha; Pflug, Mary Catherine; Fogle, Niki; Moore, Monique; Sims, Sade; Matteson, Kelsey; Hein, Meredith

doi:10.1128/jmbe.v16i2.940

Cited by 6 publications

(4 citation statements)

References 1 publication

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“…For example, when African-American freshmen receive messages that lessen psychological perceptions of threat on campus, they exhibit significantly higher grades than control groups by their senior year, and achievement gaps are halved (Yeager and Walton, 2011). Other strategies that show promise for bolstering the affective components of learning in URM students include opportunities to engage in self-affirmation writing exercises (Cohen et al, 2006), peer mentoring and learning communities (both reviewed in Light, 2013), community outreach and service learning (Segarra et al, 2015), and receiving growth mindset messagesnamely, being taught that intelligence can grow and improve with effort and good strategies (Aronson et al, 2002;Yeager et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Other strategies that show promise for bolstering the affective components of learning in URM students include opportunities to engage in self-affirmation writing exercises ( Cohen et al. , 2006 ), peer mentoring and learning communities (both reviewed in Light, 2013 ), community outreach and service learning ( Segarra et al ., 2015 ), and receiving growth mindset messages—namely, being taught that intelligence can grow and improve with effort and good strategies ( Aronson et al. , 2002 ; Yeager et al.…”

Section: Introductionmentioning

confidence: 99%

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Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

Bauer

Coffield

Crater

et al. 2020

LSE

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Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present study, we examined whether intentional efforts to address the affective domain of learning (through growth mindset messaging) can synergize with best practices for addressing the cognitive domain (via active-learning strategies) to enhance academic outcomes in biology courses. We compared the impact of this two-pronged approach (known as dual domain pedagogy, or DDP) with that of two other pedagogies (lecture only or active learning only). Our results demonstrate that DDP is a powerful tool for narrowing performance gaps. DDP, but not active learning, eliminated the performance gap observed between Black and white students in response to lecture. While a significant gap between white and Latin@ students was observed in response to active learning (but not lecture), this gap was reduced by DDP. These findings demonstrate that DDP is an effective approach for promoting a more equitable classroom and can foster learning outcomes that supersede those conferred by active learning alone.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

Bauer

Coffield

Crater

et al. 2020

LSE

Self Cite

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“…Participating in STEM outreach can help students offset a lack of formal coursework in areas like teaching and science communication. Because outreach activities build student knowledge and confidence while linking participants with like-minded peers, these experiences can help students shape their science identity ( 9 – 14 ). Broadly, public outreach allows undergraduates to develop an understanding of how to engage individuals from different backgrounds and experiences ( 15 ).…”

Section: Introductionmentioning

confidence: 99%

Establishing Partnerships for Science Outreach Inside and Outside the Undergraduate Classroom

Knippenberg

Leak

Disseler

et al. 2020

J Microbiol Biol Educ.

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STEM outreach experiences provide aspiring scientists and healthcare professionals with opportunities to grow into new roles, integrate knowledge, and acquire soft skills. While STEM outreach publications often describe the outreach performed, few focus on how to establish strong partnerships, which are essential for outreach endeavors to succeed. Information on this is more important than ever before-grant agencies commonly require education and outreach plans that will reach a broader audience. Consequently, principal investigators who are not trained in education or outreach need tools to set up strong partnerships. To help fill this gap, here we outline the recommended steps for developing robust interdisciplinary STEM outreach programs that leverage institutional resources and community partnerships. This process yields strategic and sustainable opportunities for undergraduate students to learn as they engage with the STEM outreach team (students, faculty, university staff, and community partners) and the lay public. The outlined ideas broadly apply to creating outreach programs for trainees at any stage, not just undergraduates.

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“…Service learning (SL) courses, defined as combining student educational goals with community needs, [9][10][11][12][13] are thought to provide students with the opportunity to gain clinical confidence in their respective fields. There is a paucity of evidence pertaining to SL in the chiropractic literature.…”

Section: Introductionmentioning

confidence: 99%

A focus group study of chiropractic students following international service learning experiences

Boysen¹,

Salsbury²,

Derby³

et al. 2016

Journal of Chiropractic Education

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Objective: One objective of chiropractic education is to cultivate clinical confidence in novice practitioners. The purpose of this qualitative study was to describe how participation in a short-term international service learning experience changed perceptions of clinical confidence in senior chiropractic students. Methods: Seventeen senior chiropractic students participated in 4 moderated focus group sessions within 4 months after a clinical educational opportunity held in international settings. Participants answered standard questions on how this educational experience may have changed their clinical confidence. Two investigators performed qualitative thematic analysis of the verbatim transcripts to identify core concepts and supporting themes. Results: The core concept was transformation from an unsure student to a confident doctor. The service learning experience allowed students to deliver chiropractic treatment to patients in a real-world setting, engage in frequent repetitions of technical skills, perform clinical decision-making and care coordination, and communicate with patients and other health professionals. Students described increased clinical confidence in 9 competency areas organized within 3 domains: (1) chiropractic competencies including observation, palpation, and manipulation; (2) clinical competencies including problem solving, clinic flow, and decision-making; and (3) communication competencies, including patient communication, interprofessional communication, and doctor-patient relationship. Students recommended that future service learning programs include debriefing sessions similar to the experience offered by these focus groups to enhance student learning. Conclusion: Senior chiropractic students who participated in an international service learning program gained confidence and valuable practical experience in integrating their chiropractic, clinical, and communication skills for their future practices.

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Self-Driven Service Learning: Community-Student-Faculty Collaboratives Outside of the Classroom

Cited by 6 publications

References 1 publication

Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

Establishing Partnerships for Science Outreach Inside and Outside the Undergraduate Classroom

A focus group study of chiropractic students following international service learning experiences

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