School engagement projects as authentic, community-based learning for STEM Undergraduates

Colin McClure*, Matthew Hudson, Kieran Higgins

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Capstone projects provide key learning opportunities for STEM undergraduates to consolidate knowledge gained over the life of their degree. These projects typically reflect lab-based or field-work type research, which can exclude students who do not wish to pursue these career avenues. Here we deployed School Engagement Projects (SEP) as an alternative to provide an authentic, community-based learning experience to STEM undergraduates wishing to develop their skills in science education and/or communication. This report aims to highlight the extent to which SEP can provide such an opportunity, with the opinions of various stakeholders, including STEM undergraduates and participating schoolteachers, gathered by focus groups and surveys. Analysis of transcripts demonstrates an overall positive impact and revealed the benefits of these projects in preparing students for teacher training courses through increased educational knowledge and experience. These projects make for effective alternatives to lab- and fieldwork capstones, and an opportunity for local science outreach.
Original languageEnglish
Pages (from-to)81-96
JournalJournal of Higher Education Outreach and Engagement
Volume28
Issue number4
Publication statusPublished - 16 Dec 2024

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This work is licensed under Queen’s Research Publications and Copyright Policy.

Keywords

  • school engagement projects
  • capstone projects
  • authentic assessment
  • community-based learning
  • Higher Education outreach

ASJC Scopus subject areas

  • Education

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