Learning through Teaching: A Microbiology Service-Learning Experience

Abstract

Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved.

Implementation of a Service-Learning Project Focused on Handwashing and Vaccinations Within an Undergraduate Microbiology Laboratory Course

“…Since participation time is limited in the described campaign, a deeper understanding of vaccination programs by participants would be more likely if the campaign was coordinated with a keynote speaker from the state or county health department. To assess the impact of the campaign on microbiology students (n = 34), they were provided ten questions which were adapted from questions asked in a published study assessing the inclusion of a service-learning project within a microbiology course (Webb, 2016). Questions were scored on a scale from 1 to 5 (1 = strongly disagree; 5 = strongly agree).…”

“…Active engagement within these CUREs works to build strong science foundations by focusing on students gaining a deeper understanding of the scientific process as well as analytical/technical skills ( Thiry et al, 2011 ; Auchincloss et al, 2014 ). However, to provide students with the best resume for success, undergraduate experiences should not be confined by classroom/laboratory walls and should inspire biologists to become leaders not only within their field but also within their community ( Hart, 2015 ; Webb, 2016 ; McGowin and Teed, 2019 ). This is especially important in current times where most would not disagree that there is a disconnection between scientific research and the media.…”

Microbial Murders Crime Scene Investigation: An Active Team-Based Learning Project that Enhances Student Enthusiasm and Comprehension of Clinical Microbial Pathogens

“…This is similar to a traditional disease presentation, where students stand up and report on the common facts and statistics pertaining to a certain microbial disease. A great way for a student to learn is to teach their peers, and this project provides the students with the opportunity to teach their fellow students about their disease ( 9 , 11 , 12 ). Each group has about eight to ten minutes to introduce their microbial pathogen.…”

Build the Future of Science Communication in Developing Countries through Systematic Training of Young Scientists

“…In the themed issue, Shah and Martinez (8) advocated for stronger scientist-school partnerships as a means to strengthen education at the K-12 level. In addition, Webb shared experience of a student-led service-learning program that was mutually beneficial to outreach providers and participants (9), as Wilson and colleagues provided evidence that involving high school students in local community-relevant university research increases their interest in science (10). …”