Exploring Interdisciplinary Co-Curriculum Service-Learning Through a Student-Formed Consulting Community

Guang Jin, Illinois State University and Pranshoo Solanki, Illinois State University
Abstract

A campus-wide student-formed consulting community provides an interdisciplinary co-curriculum service-learning opportunity that connects students from various disciplines across a Midwest university to work on sustainability challenges in the local community.  Projects include using waste glass in construction materials, cutting carbon footprint by a lighting retrofit, using a rain garden for stormwater runoff, and beneficial use of dredged materials. The real-world impact truly engages and excites students; taking action and serving the local community gives them a strong sense of connection to that community.  Students also gain in their professional skills development, particularly in the areas of taking initiative, collaborating in a teamwork environment, problem solving, and communication/presentation skills. Faculty mentors consider this not only as a great experiential learning and civic engagement opportunity, but also an opportunity to collaborate with faculty in other disciplines, and some have extended service-learning projects to interdisciplinary research and grant opportunities. Challenges and lessons learned are also discussed.

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Literacy Through Experiential Learning

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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Extract Microplastics from Soil: Laying the Groundwork for a Citizen Science Project

Gustavo A. Salazar, Texas Woman’s University; Alana K. Taylor, Texas Woman’s University; and Liliana A. Driver, Texas Woman’s University
Abstract

The forming of microplastics in the environment continues be a global problem with damaging risks to ecosystems and human health. Currently, most microplastic studies concentrate on water and air, while research focus on terrestrial samples such as soil still lags behind. This project reports the first results of our effort to develop and implement a methodology to study microplastics in soil samples nested in a multidisciplinary teaching laboratory. Chemistry and non-chemistry students isolated and examined microplastics, typically finding blue microfibers, verified via optical microscopy. In addition, participants designed outreach activities to introduce microplastic concepts to younger students and helped refine the methodology for further use across multiple courses and community events. This project ultimately pursues the establishment of a citizen science initiative, where shipped soil samples will be processed in teaching sessions.

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