Implementing the use of Service‐Learning in an Undergraduate Human Physiology Course at Elon University

Abstract

Active learning is a method that engages students in academic content through reading, writing and discussion that promotes analysis and synthesis of course material. Service learning (SL) connects academic content to community‐based projects. Research on service learning pedagogy documents the many benefits that students receive from community activities and recent work supports the idea that service learning can increase the students' learning of course material. The goal of this study was to determine if incorporating SL activities in a human physiology course will augment student learning as well as increase public service and civic participation among undergraduate science majors. Elon Undergraduates enrolled in the SL course developed inquiry‐based interactive projects to bring hands‐on learning to 6th grade students at Western Middle School in Elon, NC. It is hypothesized that the development of these projects will reinforce complex topics covered in a human physiology course and enhance student communication skills that will serve them as pre‐health professional students. In addition the course will simulate 6th grader interest in science and foster community relations between Elon University and the greater Burlington community. Feedback from student evaluations indicate that 100% of enrolled students thought the community outreach was a positive experience with about 85% of the class being able to relate their classroom experience to their future goals in some capacity. 70% of the class indicated they would want to continue some sort of civic engagement in the future. Early observation and feedback indicates that SL activities do support active learning practices in a human physiology course.