Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course

One of the challenges in teaching a service-learning course is obtaining student buy-in from all students in the course. To circumvent this problem, I have let students in my undergraduate Neurobiology course design their own service-learning projects at the beginning of the semester. Although this...

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Autor principal:	Katharine V. Northcutt
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2016
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/78b22eecd293433fa941208924d94b2b
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spelling	oai:doaj.org-article:78b22eecd293433fa941208924d94b2b2021-11-15T15:16:53ZStudent-Designed Service-Learning Projects in an Undergraduate Neurobiology Course10.1128/jmbe.v17i1.10671935-78851935-7877https://doaj.org/article/78b22eecd293433fa941208924d94b2b2016-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v17i1.1067https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885One of the challenges in teaching a service-learning course is obtaining student buy-in from all students in the course. To circumvent this problem, I have let students in my undergraduate Neurobiology course design their own service-learning projects at the beginning of the semester. Although this can be chaotic because it requires last-minute planning, I have made it successful through facilitating student communication in the classroom, requiring thorough project proposals, meeting with students regularly, and monitoring group progress through written reflection papers. Most of my students have strong opinions about the types of projects that they want to carry out, and many students have used connections that they have already made with local organizations. Almost all projects that students have designed to this point involve teaching basic concepts of neurobiology to children of various ages while simultaneously sparking their interest in science. Through taking ownership of the project and designing it such that it works well with their strengths, interests, and weekly schedule, students have become more engaged in service learning and view it as a valuable experience. Despite some class time being shifted away from more traditional assignments, students have performed equally well in the course, and they are more eager to talk with others about course concepts. Furthermore, the feedback that I have received from community partners has been excellent, and some students have maintained their work with the organizations.Katharine V. NorthcuttAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 17, Iss 1, Pp 90-92 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Katharine V. Northcutt Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course
description	One of the challenges in teaching a service-learning course is obtaining student buy-in from all students in the course. To circumvent this problem, I have let students in my undergraduate Neurobiology course design their own service-learning projects at the beginning of the semester. Although this can be chaotic because it requires last-minute planning, I have made it successful through facilitating student communication in the classroom, requiring thorough project proposals, meeting with students regularly, and monitoring group progress through written reflection papers. Most of my students have strong opinions about the types of projects that they want to carry out, and many students have used connections that they have already made with local organizations. Almost all projects that students have designed to this point involve teaching basic concepts of neurobiology to children of various ages while simultaneously sparking their interest in science. Through taking ownership of the project and designing it such that it works well with their strengths, interests, and weekly schedule, students have become more engaged in service learning and view it as a valuable experience. Despite some class time being shifted away from more traditional assignments, students have performed equally well in the course, and they are more eager to talk with others about course concepts. Furthermore, the feedback that I have received from community partners has been excellent, and some students have maintained their work with the organizations.
format	article
author	Katharine V. Northcutt
author_facet	Katharine V. Northcutt
author_sort	Katharine V. Northcutt
title	Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course
title_short	Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course
title_full	Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course
title_fullStr	Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course
title_full_unstemmed	Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course
title_sort	student-designed service-learning projects in an undergraduate neurobiology course
publisher	American Society for Microbiology
publishDate	2016
url	https://doaj.org/article/78b22eecd293433fa941208924d94b2b
work_keys_str_mv	AT katharinevnorthcutt studentdesignedservicelearningprojectsinanundergraduateneurobiologycourse
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Student-Designed Service-Learning Projects in an Undergraduate Neurobiology Course

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