Moorehouse, M. (2022, August), Leveraging service-learning and outreach projects in STEM programs to achieve higher learning objectives  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41194

\bibitem{asee_peer_41194}
  Moorehouse, M. (2022, August), \emph{Leveraging service-learning and outreach projects in STEM programs to achieve higher learning objectives}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41194

Melissa Moorehouse.  "Leveraging service-learning and outreach projects in STEM programs to achieve higher learning objectives".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41194 Internet.  19 May, 2025

\bibitem{asee_peer_41194}
  Melissa Moorehouse.
  "Leveraging service-learning and outreach projects in STEM programs to achieve higher learning objectives".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41194 Internet.  19 May, 2025

@INPROCEEDINGS{asee_peer_41194
author = "Melissa Moorehouse"
title = "Leveraging service-learning and outreach projects in STEM programs to achieve higher learning objectives"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41194}
number = {10.18260/1-2--41194}
}

TY  - CPAPER
AB  - Abstract 

Students in environmental science and engineering tracts are expected to meet basic knowledge and skill proficiency levels, in conjunction with ABET student outcomes. Best practices such as hands-on learning through laboratory experimentation and field data collection have been shown to improve technical and analytical skills. Additionally, community service and outreach programs have aided students in mastering communication skills and applying appropriate learning strategies. This study attempts to quantify the gains obtained by a service-learning/community outreach project course and determine if course design can leverage those events to further improve learning outcomes without overburdening the teacher’s workload. 

The study incorporates the history and evolution of an aquatic science course against measured gains in direct cognitive assessment methods and indirect student self-assessments when a service-learning/community outreach project was incorporated into the course design. The use of multiple lines of evidence such as equivalent assessment methods, higher ordered assessment methods, self-assessed confidence levels, ungraded pre/post event quizzes, and student feedback combine to suggest that service-learning and/or community outreach events positively impact student learning beyond direct assessment methods. A well-planned course design targeted towards learning outcomes rather than content can help to achieve higher learning objectives by leveraging key active learning engagements. 

Keywords: service-learning, community outreach, course design, scaffolded assessment
AU  - Melissa Moorehouse
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Leveraging service-learning and outreach projects in STEM programs to achieve higher learning objectives
UR  - https://peer.asee.org/41194
DO  - 10.18260/1-2--41194
ER  -