Combining Classroom Activities and Service Learning Provides a Two-Pronged Approach
for Improving Student Learning: Vision and Change for Large Lecture Classes in Biology
Lauren Gollahon
Department of Biological Sciences, Texas Tech University, Lubbock, TX
ABSTRACT
One increasingly important theme in enhancing student
learning, retention and successful job placement is community
involvement. There is an increasing call for traditional college
students to acquire hands-on skills and experiences.
Furthermore, active learning strategies implemented in the
classroom have proven more effective for student learning
than didactive teaching styles. Therefore, based on these
observations, I hypothesize that Service Learning combined
with in-class case study problem sets will allow students to
develop this needed skill, giving students a deeper
understanding of course material and how to apply this
knowledge in both hypothetical and true-life settings.
Furthermore, students exposed to true-life settings, will have a
basis from which they can better recognize and appropriately
address bioethical issues than their classroom counterparts.
Proposed transfer of knowledge
A.
CLASSROOM LOGISTICS
Class Material
Service
Learning
Case
Studies
Case
Studies
B.
Current transfer of knowledge
Critical thinking
Problem solving
Linear
Solution
?
Linear
Solution
Critical thinking
Problem solving
Figure 1. Current a priori studies of transfer in DBER suggest that
applying knowledge in a new context is difficult for most students.
For example, studies in chemistry 1,2 show that while students can
memorize formulaic equations to problem-solve, this knowledge is
not transferred to recognizing and solving problems involving the
particulate images of atoms and molecules. Thus, such habits
developed early in the students’ learning, handicap their ability to
apply learned solution features to new situations3. Cognitive science
reports4.5 suggest that students need help to understand which
aspects of problems are critical for determining the appropriate
solution method and which are not.
References
1. Nakhleh, M.B. (1993), Are our students conceptual thinkers or algorithmic problem solvers? Journal of Chemical Education,
71, 52-55.
2 .Nakhleh, M.B., and Mitchell, R.C. (1993). Concept learning versus problem solving: There is a difference. Journal of Chemical
Education, 70(3), 190-192.
3 . Novick, L.R. (1988). Analogical transfer, problem similarity, and expertise. Journal of Experimental Psychology: Learning,
Memory, and Cognition, 14, 510-520.
4. Teichert, M.A., Tien, L.T., Anthony, S., and Rickey, D. (2008). Effects of context on students’ molecular-level ideas.
International Journal of Science Education, 30, 1095-1114.
5. National Research Council. (1999). How people learn: Bridging research and practice. M.S. Donovan, J.D. Bransford, and J.W.
Pellegrino (Eds.). Committee on Learning Research and Educational Practice, Commission on Behavioral and Social Sciences and
Education. Washington, DC: National Academy Press.
6. Bransford, J.D., and Schwartz, D.L. (1999). Rethinking transfer: A simple proposal with
multiple implications. Review of Research in Education, 24, 61-100.
7. Short, S. D., & Hawley, P. H. (2012). Evolutionary Attitudes and Literacy Survey (EALS): Development and Validation of a Short
Form. Evolution: Education and Outreach, 5(3), 419-428.
Figure 2. Predicted changes in knowledge transfer. While case
studies alone may enhance student learning and attitudes towards
science, by applying knowledge through service-oriented learning
and reflective questions, followed by reinforcement in-class through
case studies, it is hypothesized that students will have improved
critical thinking skills relatable to real-world scenarios.
Pilot SL section implemented in Spring 2014.
Representative responses from 8 participants are listed
below.
Question: Discuss how this service learning experience
has/has not changed your perception of the class material.
2. “Physiology is helping me understand how all of our
systems are linked together and if one is disrupted the
entire body is affected. The Neuroscience institute
physically demonstrates this with being around the
patients.”
3. “I think our time spent at the Neuroscience Institute has
made the material easier to learn because it is applicable. It
gives me the opportunity to think about the material in a
different way, therefore I am able to think about it again,
learn it again and use it in an applicable situation.”
EXPERIMENTAL DESIGN
1. Obtain IRB approval.
2. Students will be given a pre-test that includes application of the
Scientific Method to course material and hypothetical scenarios
with bioethical issues.
3. The SL component will comprise a small section of 12-18 test
students. Control students will be a cohort normalized from
Anatomy and Physiology 2 main lecture section.
4. Each SL student is expected to keep a set schedule for at least 1
hour but not more than 2 hours each week at the Covenant
NeuroSciences Institute. Control students are those with no
community engagement.
6. Each week 1 lecture will be devoted to major topics in a specific
organ system. The second lecture will be in-class problem sets and
case studies.
7. SL students will maintain an ejournal addressing guided selfreflection questions as well as their own observations that
incorporate the material with their experience for that week (test
– real; control – hypothetical).
8. All students will be administered a post-learning quiz.
9. SL students will meet weekly as a group to share experiences,
reflect on their assignment and how they could apply what they
learned.
Progress to Date:
Student Comments:
1. “With regards to the class material, I feel this experience
has allowed me to apply the material we are learning to
real life situations and to better understand what is
happening in the body of the patients.”
Class Material
• Memorization
• No context for
application
Proposed Methods:
Instructor:
The data collection and analysis will follow the
template established by Bransford and Schwartz6,
incorporating the concepts of Metacognition and
the Affective Domain as well as conventional
methods of assessment such as quiz and exam
scores.
• Pre and post course exams and surveys will be
given to assess student knowledge base, critical
thinking skills and attitudes towards science.
• Weekly readings and quizzes will be assigned.
• One lecture period each week will be devoted
to major topics.
• The second lecture period will be devoted to
case studies, problem sets and small group
activities guided by peer mentoring.
C.
Figure 3. Proposed large lecture class format. A. Current classroom structure. B.
Undergraduate Teaching Assistants (UTAs) recruited from prior semesters will be
trained as peer mentors. These students will attend one lecture section to guide
student learning during small group activities, case studies and problem sets. Realtime activities incorporating Learning Catalytics will also be incorporated. C. Service
Learning Section students will partner with Covenant NeuroScience Institute.
Reflective questions and discussions will follow.
4. “This entire experience has given real life application to
the information we are learning in class. It is one thing to
memorize the information and learn the material, but
being able to see this material being used by real therapists
and doctors gives a much deeper understanding of the
information.”
Future Goals:
1. Assess how peer mentoring affects student
attitudes towards science and teaching.
2. Expand the SL Section to include more
community partners and options.
3. Submit STEM-based proposal exploring how SL
and/or case studies in a modified “flipped”
course change students perceptions of course
materials, applications and solution choices.
4. Partner with education psychology colleagues
to develop appropriate rubrics to measure
these changes.7
5. Prepare a DBER manuscript describing the
methodologies and results.