School Engagement Projects as Authentic, Community-Based Learning for STEM Undergraduates
| Title: | School Engagement Projects as Authentic, Community-Based Learning for STEM Undergraduates |
|---|---|
| Language: | English |
| Authors: | Colin D. McClure, Matthew Hudson, Kieran Higgins |
| Source: | Journal of Higher Education Outreach and Engagement. 2024 28(4):81-96. |
| Availability: | Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Undergraduate Students, Authentic Learning, Learner Engagement, Capstone Experiences, Communication Skills, Skill Development, Science Education, Student Attitudes, Stakeholders, Performance Based Assessment, Community Education, Foreign Countries, Universities, Biological Sciences, Majors (Students), Partnerships in Education, STEM Careers, Organizations (Groups), Teacher Attitudes, College Faculty |
| Geographic Terms: | United Kingdom (Belfast) |
| ISSN: | 1534-6102 2164-8212 |
| Abstract: | Capstone projects provide key learning opportunities for STEM undergraduates to consolidate knowledge gained over the life of their degree. These projects typically reflect lab- or fieldwork-based research, which can exclude students who do not wish to pursue these career avenues. Here we deployed school engagement projects (SEPs) as an alternative to provide an authentic, community-based learning experience to STEM undergraduates wishing to develop their skills in science education and/or communication. This report aims to highlight the extent to which SEPs can provide such an opportunity, with the opinions of various stakeholders, including STEM undergraduates and participating schoolteachers, gathered by focus groups and surveys. Analysis of transcripts demonstrates an overall positive impact and revealed the benefits of these projects in preparing students for teacher training courses through increased educational knowledge and experience. These projects make for effective alternatives to traditional capstones and present opportunities for local science outreach. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1456054 |
| Database: | ERIC |
| ISSN: | 1534-6102 2164-8212 |
|---|---|
| Published in: | Journal of Higher Education Outreach and Engagement |
| Language: | English |