Kelly Casey Carroll and Lyndsey Blair, Bellarmine University
Abstract
Community-engaged (CE) microbiology courses allow students to apply microbiology concepts to real-world environmental challenges while contributing to community needs. Studies have demonstrated educational benefits of CE microbiology experiences, but less is known about their influence on psychosocial factors associated with STEM persistence. This study used the Tripartite Integration Model of Social Influence (TIMSI) to examine changes in students’ scientific self-efficacy, scientific identity, and scientific value orientation in a CE undergraduate microbiology course at Bellarmine University. Students partnered with Kentucky Watershed Watch (KyWW), a nonprofit organization focused on monitoring Kentucky waterways, to conduct water quality assessments and compare E. coli detection methods. Pre- and post-surveys revealed significant increases in students’ scientific self-efficacy, scientific identity, and confidence in microbiology laboratory skills, while changes in scientific value orientation were not significant. These findings indicate that CE microbiology courses can not only support students’ learning and integration into the scientific community but also contribute to community-based environmental efforts.