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A service learning project was implemented in a general biology course at Rockhurst University to involve students in promoting scientific education in conjunction with community partner educators. Students were required to develop learning objectives, design and complete a community service exercise, and write reflection papers to assess the quality of their learning experience. Rockhurst students worked with high school or grade school students in the local community, providing learning experiences relating to course topics. Information gathered through reflection papers showed high student achievement and satisfaction in the following areas: 1) contributing to the learning of others, 2) contributing to their own learning, and 3) supporting the mission of the university.  \nKeywords: service learning, general biology, community education  \nIntroduction  \nService-learning components in courses allow students to build their knowledge using experiential learning with a community partner. Connecting service to an academic field of study contributes to cognitive development and learning in the affective domain (Batchelder and Root, 1994, Giles and Eyler, 1994, Kezar and Rhoads 2001) . Examples of outcomes in the affective domain include social responsibility, civic-mindedness, acceptance of cultural differences, and selfconfidence. Thus, while making an impact in the community, students develop new knowledge and attitudes. Students also gain communication and teamwork skills that are necessary for postundergraduate education and careers in science.  \nThe three major components of effective service learning experiences are developing clear learning objectives, working on a project in cooperation with a community partner, and reflecting on the learning experience ([Gelman](Gelman et. al. 2001)[ et. al](Gelman et. al. 2001)[. 2001](Gelman et. al. 2001)). We partnered with University Academy, a K-12 college preparatory charter school located within a mile of the Rockhurst University campus. Service learning requires that students are meeting a community need and integrating the experience into the academic goals of a particular course. The reflection component is structured and encourages students to address their interactions with peers, community partners, and course material (Daudelin, 1996) . In  \norder for reflection to be effective, faculty members must consider the goals of the project, design a series of appropriate questions, and develop a structured reflection activity to that is appropriate for assessment of the service learning experience (Hatcher and Bringle, 1999) . Questions for our project addressed group dynamics, interactions with students, and relation of the project to course goals.  \nIn our project, the major components of service learning were achieved by requiring our undergraduate students to teach younger students in the local community about a variety of topics taken from their general biology course. Students were required to develop learning objectives, develop and deliver a learning activity, and complete a reflection paper on the project. We chose the teaching experience, as it provided an excellent opportunity for our students to gain competence in their subject matter. In addition, the experience provided an opportunity for Rockhurst students to make their course content relevant for a younger audience. Finding relevance is essential for encouraging students to learn more in the sciences (National Research Council, 1996) . The students in the commu","cbCaidU3mxT29f8H","https://ap.wps.com/l/cbCaidU3mxT29f8H","pdf",148986,"English","# Introduction\n## Service-learning components and learning outcomes\n## Key components of effective service learning\n## Project design and teaching activities\n# Article II. Overview of Project\n## Course selection and student background\n## Community groups and implementation details","[{\"question\":\"How were learning results evaluated in the project?\",\"answer\":\"Learning was assessed through information gathered from student reflection papers. Results showed high student achievement and satisfaction across contributing to others’ learning, contributing to their own learning, and supporting the university mission.\"}]","Development and Assessment of Service Learning Projects in General Biology | PDF",1792081115,18]