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The Learn By Doing Lab: A Course-Based Teaching Experience for STEM Undergradautes

  • Year 2022
  • NSF Noyce Award # 1852738
  • First Name Ed
  • Last Name Himelblau
  • Discipline Biological Sciences, Chemistry, Engineering, Physics
  • Co-PI(s)

    Seth Bush, Ashley Calloway, Emily Bush

  • Presenters

    Ed Himelblau, Cal Poly – San Luis Obispo

Need

Our operational theory is that by offering undergraduates an opportunity to learn about teaching- by doing some teaching- we will raise awareness about careers in STEM teaching, increase self-efficacy, and ultimately increase the number of undergraduate STEM majors pursuing their teaching credential.

Goals

Guiding Question 1: To what extent does a Learn-By-Doing Lab teaching experience impact undergraduates’ perceptions of science teaching and their own self-efficacy?Guiding Question 2: How do undergraduates perceive the impact of Learn-By-Doing Lab teaching experience on life and work skills?Guiding Question 3: What attributes of the Learn-By-Doing Lab experience do undergraduates value?

Approach

This study was designed to examine the potential impacts of the LBDL teaching experience on STEM undergraduates. We applied a pre/post approach to collect self-reported survey data. Results were analyzed using a Mixed-Methods approach with qualitative and quantitative measures.

Outcomes

The findings of this study indicate that a course-based science teaching experience positively affects STEM undergraduate perceptions of teaching careers and increases perceptions of their own science teaching self-efficacy. Student participants value the role of the LBDL experience in developing 21st century competencies. Students derive both intrinsic and extrinsic value from the class.

Broader Impacts

This study suggest that a course with a low barrier for entry in which students develop and teach science content could be an effective part of a program to recruit STEM students to teaching. We have developed a model that could be implemented at other campuses and which could ultimately contribute to alleviating the national STEM teacher shortage.

URLs

https://cesame.calpoly.edu/content/learn-by-doing-labhttps://www.lifescied.org/doi/full/10.1187/cbe.21-04-0105

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This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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