Developing meaningful service-learning experiences that connect science concepts to community engagement can be challenging for faculty in the sciences. Service experiences often aim to foster values of citizenship in students while meeting community needs and, at the same time, address the science learning objectives for the course. A one size fits all approach to service-learning may not work for courses aimed at science majors compared to courses predominantly for non-majors. Therefore a consideration of the students’ motivation for learning science can help faculty develop service projects that tap into the academic interests of students. Science students often seek opportunities to explore career options, network, and solidify their basic science knowledge and skills while learning more advanced science concepts. Non-science majors are less interested in utilizing a science course for career building yet may have an interest in applied applications of science that enhance their overall science literacy. Examples from a botany course and a general education introductory environmental science course demonstrate different approaches to developing service-learning projects in science majors and non-majors courses that build on course objectives and assessments.
Identifying and Addressing Nursing Students’ Perceptions of Anatomy & Physiology Courses
Currently, a very large number of undergraduate nursing programs require one, or more, anatomy and physiology courses prior to entry into the nursing major. Though these courses will serve as the foundation for students’ entry into the nursing major and its accompanying coursework, literature published over the past few years suggests that many first and second year nursing students maintain the perception that anatomy and physiology concepts could simply be learned within the context of their nursing curriculum. Further, data suggests that many of these same nursing students simply do not find value in taking a separate anatomy and physiology course. Furthering these perceptions is the fact that many anatomy and physiology courses are taught by instructors without a significant nursing background, often making it difficult for these educators to link topics and concepts with relevant clinical applications. Here, I would like to review recent literature outlining the primary perceptions that nursing students have regarding these courses. Additionally, I will offer practical ideas and examples used in my courses that might address and, ideally, alter the many perceptions that these students have towards early anatomy and physiology courses.
Dept of Biology, Belmont University, Nashville, TN
50 • Marlee B. Marsh, Allan Nail
Improving Lab Report Writing and Student Confidence Using Scaffolding Assignments and a Classroom Partner Program
Students generally need to work to strengthen their writing skills when they enter college, and writing in science is no different. Science writing is a technical skill and freshmen tend to struggle when composing first lab reports. Originally, a thorough and complete How to Write a Lab Report for Biology guide was composed and reviewed with students in small groups in the hopes of turning out polished lab reports at the end of the semester. However, many student products were below average (n= 36, Avg = 74) as students failed to follow guidelines in document. In search of a novel way to enhance student writing and reduce faculty-grading time, scaffolding methodology was employed in order to allow students to focus on how to write one section of the lab report at a time. Additionally, Biology faculty partnered with the college English faculty to assign a classroom partner to the class (CP). The CP was a science student skilled in writing who met with Biology faculty and each member of the class for every writing assignment to provide peer review and guidance. After meeting with the CP and having at least one round of revisions, students turned in scaffolding assignments to professors for another round of feedback. At the end of the semester, student averages on the lab report were high (n=31, Avg = 91) and student feedback about the classroom partner were excellent.
Jacksonville State University has implemented an initiative to move toward a learning-centered campus. In order to facilitate this initiative, instruction that is supported by current methodologies and experiential learning is essential. During the past four years, the Dept of Biology at JSU has implemented a research-based laboratory course for freshman/sophomore students that supports this learning-centered model. Specifically, this program received support from the Science Education Alliance of the Howard Hughes Medical Institute (HHMI). The goals of the project were to improve science education and to bring research into the undergraduate curriculum using isolation and characterization of mycobacteriophage as a unifying theme. A cross section of students with a diverse array of majors and prior experiences elected to participate. These students enrolled in the traditional freshman biology lecture, while participating in the research experience as a substitute for the traditional laboratory class. While the HHMI mycobacteriophage model has proven to be extremely successful in its application at JSU, it is conceptually applicable to almost any research project model for teaching the process of scientific inquiry. We describe here the implementation, results, and impact from the course. Further, we highlight elements of the project that proved to be particularly effective in promoting teaching and learning, along with those elements that are applicable to other projects and settings.
Dept of Biology, Jacksonville State University, Jacksonville, AL
