SLURP poster presentation - Society for Comparative and Integrative Endocrinology, Jan. 3-7, 2014, Austin, Texas.

1. Service-Learning in an Undergraduate Research Program (SLURP)
Shober, Lauren; Patel, Shreya; and Sarah Woodley
Department of Biological Sciences, Duquesne University, 600 Forbes Ave, Pittsburgh, PA
Description of SLURP:
This summer, undergraduate students participated in a
service-learning research program (SLURP) in which they
connected their research experiences in the laboratory with science
outreach via service-learning activities with 1st
– 8th
graders at a
summer camp. The goal was to determine whether service-
learning1
enhanced the undergraduate research experience.
1.Recruit more students into SLURP. Working in teams
increases collaborative skills, leadership skills, and insight to
the service-learning experience.
2.Develop science activities that are more closely aligned to the
original research done by the undergraduate student. In this
way, the service-learning will better reinforce concepts related
to the research projects.
3.Expand the assessment of SLURP for both the undergraduate
researchers and the community partner.
Learning Goals:
Rationale:
The motivation for SLURP stems from two inter-related problems. For
the last several decades, there has been increasing concern about
the scientific literacy of Americans2
. A scientifically literate public is
necessary for improving the welfare of individuals and for developing a
workforce that can understand and solve numerous problems facing the
world. Second is the general failure of scientists to effectively engage
with the public. Scientists are essential for communicating scientific
concepts, the social relevancy of science, and the excitement of
science, technology, engineering, and mathematics (STEM) fields to
the public3
. Through outreach, scientists can inspire children to be
interested in science and to aspire to STEM-related careers. However,
scientists are rarely trained in how to engage with the public.
Approach:
Students participated in the Duquesne University summer undergraduate
program, a 10 week , 40 hrs/week experience working in a laboratory
conducting novel research. Twenty percent of their time was spent in a
service-learning project which connected their research experiences
with science outreach in an effort to improve science literacy in urban
youth. The service-learning project was in partnership with the
Hazelwood-based community organization called the Center of Life
(COL). COL was running a 6 week summer day camp (VOICES) for 1st
-8th
graders from the Hazelwood community, an underserved,
predominantly African American community. SLURP students
translated their research experiences in the laboratory into science
activities which were shared with the campers. SLURP students spent
2 mornings per week for 4 weeks volunteering at the VOICES camp.
References:
1. Steinberg, K. S., Bringle, R. G., & Williams, M. J. (2010). Service-learning research primer.
Scotts Valley, CA: National Service-Learning Clearinghouse.
http://servicelearning.gov/filemanager/download/Service-Learning_Research_Primer.pdf
2. President’s Council of Advisors on Science and Technology (PCAST). (2010). President's
Council of Advisors on Science and Technology. Prepare and inspire:K-12 education in
science, technology, engineering, and math (STEM) for America's future. Washington, D.C.:
Self-published.
3. Leshner, A. I. (2012). Capably communicating science. Science, 337, 777.
YES
For SLURP students
• Conduct original research to gain expertise in
discipline-specific content and methodology
• Translate themes related to the summer research
program into science activities that are shared with
elementary-age youth (service-learning)
• Through the service-learning activity, become better
versed in discipline-specific content, become better
at communicating with diverse populations, hone
problem solving skills, and to engage with the public
as a form of civic responsibility
Acknowledgments:
We thank Phillip Clarke and the Duquesne University URP, Dr. Temple
Lovelace, campers of VOICES, Charelise Davis and the staff at the
Center of Life, Dr. John Pollock, Devan Rodgers, Brandi Dougherty,
and Jean Jagiello.
Two BSNES students participated in SLURP. Assessment of SLURP
was through student self-reflection. Assessment of campers on
attitudes towards science and science careers was through paper
surveys.
SLURP students reported:
1. Increased awareness of current science education in Pittsburgh
schools.
2. Cultivation of interpersonal communication skills and ability to
problem solve.
3. Ability to translate science concepts learned in college to fun and
educational activities for kids.
Future Directions:
Service-
Learning
Academics
UG
Researcher
Youth
STEM
educationLiteracy
Outreach
Results:
For campers (1st
-8th
graders)
• Increase understanding of science
• Gain an improved attitude related to STEM
disciplines and STEM-related careers

2. For more information about Service Learning in Undergraduate Research, visit
ABSL News at abslnews.net