Katherine Moccia, Wagner College; Matthew Holben, Tennessee Tech University; and Bernadette Ludwig, Wagner College
Abstract
Scholars have noted a dearth of experiential learning components in STEM. This study seeks to address that issue by assessing learning outcomes for students who participated in a class with an experiential learning element and those who did not. For the experiential learning component, students, in collaboration with a community organization, designed survey instruments that measured college students’ mental health concerns, analyzed the results, wrote papers and presented posters of the findings. Students in the experiential learning class (ELC) had statistically increased confidence levels in comprehending scientific ideas, creating graphs, and discussing results, while their peers did not. Students reported that the experiential learning component helped them understand topics in their STEM class better. Given that many students in the ELC aspire to pursue healthcare professions, the increased confidence in understanding data through hands-on experience should help prepare them for the interpretation of clinical data and thus potentially benefit their future patients.
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