Meeting Abstract
Course-based undergraduate research experiences (CUREs) are increasing in popularity due to the large number of students that can participate and the ensuing learning gains. Although novel research experiments are often integral to CUREs, service-learning typically is not. Starting in 2013, I incorporated novel research and service-learning into a junior-level physiology laboratory course. The novel research experiments and the service-learning were tied to the theme of water quality, a community-based problem. I assessed student learning with surveys, critical thinking assessment tests, and student reflections. Compared to previous years, students reported widespread gains such as increased understanding of science, how scientists think, skill in science writing, and self-confidence. Many of the gains exceeded those of students nationwide, as well as those of students participating in a summer undergraduate research program. The service resulted in better scientific outreach skills, and students recognized the need to give back to the community by sharing their scientific expertise. Together, these results indicate the power of incorporating high-impact practices into a physiology laboratory course to foster both scientific development and civic engagement in our students.
