Take a deeper dive into how we conducted this three-year study across 10 CSU campuses.
The original research study used a quasi-experimental design and mixed-methods approach to investigate the research questions. Due to a smaller sample size than expected, particularly in the control group, the original data collection efforts were enhanced by adding secondary data analyses using other CSU students that were not in the treatment group as carefully matched controls. With this new matched group longer term study outcomes were compared.
The study was conducted in four phases beginning in summer 2014 through spring 2018.
This research study is guided by the following key research questions related to the main research objectives outlined below.
How is SL in STEM currently being implemented given the vast range of interpretations of SL?
What are the common underlying elements in SL implementation?
See the findings regarding interpretations of service learning.
Does SL in STEM disciplines have a positive impact on student success in 3 outcome areas: academic achievement, career development, and civic engagement?
To see the findings about career development, go to Student Outcomes.
To see the findings about civic engagement behavior and attitudes, go to Student Outcomes.
Does SL in STEM disciplines promote access to the professional realm for students or bring about meaningful change to the structure of undergraduate training, particularly for underserved populations?
Multiple measures were used to assess implementation of participating STEM service learning courses.
Faculty: 47 faculty members were recruited, some of whom taught multiple sections of the same course during the same term; therefore, faculty and student data across courses were combined, or clustered together
Course clusters: 78 course clusters. 32 Lower division, 46 higher division
The national science foundation’s definition of what constitutes as STEM was used to recruit faculty pants; however, CCE does not include social sciences in its definition.
Of the total number of student respondents, 2,065 were unique students (i.e., participated in the study one time), about 80% of whom were in the treatment group.