Using Service Learning in a Course Entitled Biology of Women - Promoting Student Engagement and Awareness of Community Needs and Resources

Oct 15, 2026

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Service learning projects were incorporated into the undergraduate course “Biology of Women” to deepen learning through community engagement. Objectives focused on enabling students to apply human biology concepts in real-world settings, strengthening ties to the community, and increasing awareness of local resources relevant to women’s health. Project impact was evaluated through student reaction papers, classroom presentations, and end-of-semester surveys, showing improved awareness of needs and resources, strengthened links between course content and daily life, and interest in future service and careers in women’s health.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages7

Reading Time18 min

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Introduction

Background Information on Course

Structure and Assessment of Service Learning Projects

Using Service Learning in a Course Entitled Biology of Women to Promote Student Engagement and Awareness of Community Needs and Resources Angela C. Bauer-Dantoin Human Biology and Women’s Studies, University ofWisconsin – Green Bay Laboratory Sciences Building, 2420 Nicolet Drive, Green Bay, WI 54311 [Email: bauera@uwgb.edu](Email: bauera@uwgb.edu) Abstract: Service learning projects were incorporated into the curriculum of an undergraduate course entitled Biology of Women. The goals of the service learning projects were: 1) to provide students with the opportunity to consider issues pertaining to human biology in real-world settings; 2) to foster student engagement with the community; and 3) to promote student awareness of community resources that are directly relevant to women’s health issues. The success of the service learning projects in meeting these goals was assessed via analysis of student reaction papers, classroom presentations, and surveys administered at the end of the semester. Assessment results indicate that the service learning projects promoted student awareness of community needs and resources, demonstrated the relevance of course content to real life, and led some students to consider future service opportunities and/or careers in the field of women’s health. Keywords: service learning, women’s health, human biology, student engagement Introduction Laboratory exercises are invaluable for exposing biology students to the scientific process and for introducing them to the tools, techniques and model organisms used by scientists to test hypotheses. Yet often, laboratory exercises are inadequate for highlighting the human aspects of biomedical research; they fail to provide students with the opportunity to consider societal needs and the ethical responsibilities of the scientific and medical communities. While these topics can be addressed in classroom lectures and discussions, such settings lack a tangible, “real world”context for most effectively engaging students. In an effort to “rehumanize”undergraduate science courses, educators are increasingly incorporating service learning projects into their curricula (McDonald and Dominguez, 2005; Wood, 2003) . Service learning is defined as “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience [and] teach civic responsibility” (National Service learning Clearinghouse, 2006) . Service learning projects are known to enhance the student experience in a variety of ways (Kennell, 2000) . Firstly, they highlight the value of basic research, as students directly interact with individuals who suffer from specific diseases or who are striving to improve the lives of those who suffer from these diseases. They provide a “real world” framework within which students can reconsider the types of questions scientists should ask. They enhance classroom discussions, as students share firsthand experiences from their service learning projects. Finally, they promote social activism, and often lead students to consider careers in the field of their service learning project (Ostroff and Brubaker, 2000) . For these reasons, a service learning project was incorporated into the curriculum of an undergraduate course entitled Biology of Women. For their service learning projects, students worked with community organizations that specialize in some aspect of women’s health. The success of the service learning project in“humanizing” the course material, in enhancing student engagement, and in promoting student awareness of community needs and resources was assessed via student reaction papers, classroom presentations and responses to end-ofthe-semester surveys. Assessment results indicate that the service learning projects were successful in meeting the aforementioned objectives, and that they had a positive impact on students’ attitudes toward service and their consideration of career

FAQs

What were the main goals of the service learning projects in the Biology of Women course?

The projects aimed to help students consider human biology issues in real-world settings, engage with the community, and learn about community resources relevant to women’s health.

How was the success of the service learning projects assessed?

Success was evaluated using analysis of student reaction papers, classroom presentations, and surveys administered at the end of the semester.

What benefits did the assessment results show for students?

Results indicated that the projects increased awareness of community needs and resources, demonstrated the relevance of course content to real life, and encouraged some students to consider future service opportunities and careers in women’s health.

Oct 15, 2026

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