Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop. (April 2019)

• Record Type: Journal Article
• Authors: Mayer, Brian; Blume, Amelia; Black, Candace; Stevens, Sally
• Is Part Of: Teaching sociology. Volume 47:Number 2(2019:Apr.)
• Page Start: 135
• Page End: 147
• Publication Date: 2019-04
• Subjects: community-based research -- engaged learning -- poverty -- surveys -- methods; Sociology -- Study and teaching -- Periodicals; 300.71
• DOI: 10.1177/0092055X18818251
• Languages: English
• ISSNs: 0092-055X

Abstract

Engaged learning extends education outside of the formal classroom through internships, experiential learning, and community- or service-based learning. To better understand the potential of engaged learning in improving student learning outcomes and encouraging students to pursue STEM-based careers, we describe the development of a community-based research experience related to poverty and report on improvements in students' self-reported competencies in generalized self-efficacy, research skills, and science motivation. We compare these outcomes to those of students in a traditional sociology methods class to determine whether the engaged learning experience improves learning outcomes. Our findings indicate that students in the engaged learning course report higher generalized self-efficacy and research skills compared to students in the traditional methods course. Based on these findings, we propose a set of strategies for other colleges and universities to integrate engaged learning courses into their curriculum.