TABLE 2.
Comparison of the components of the RP and SL projects
| Students had the opportunity to: | RP-Potato | RP-PARE | SL |
|---|---|---|---|
| Conduct a literature review | Scientific journal articles | Scientific journal articles | Sources on philanthropic organizations |
| Develop research questions, hypotheses, and predictions | Yes | Yes | Yes |
| Collect data | Yes | Yes | On the efficacy of their servicea |
| Participate in an inquiry experience | Wet lab on osmosis and diffusion in potatoes | Wet lab on antibiotic resistance in soil | Volunteer and education experiences |
| Perform data analysis | Yes | Yes | Yes |
| Explain the results | Yes | Yes | Yes |
| Discuss implications of the work | To science | To science and to society | To society |
| Receive instructor feedback on drafts | Yes | Yes | Yes |
| Give and receive peer review | 4 peer review activities | 2 peer review activities | 4 peer review activities |
| Communicate scientifically | Journal-style research paper | Conference-style poster and presentation | Conference-style poster and presentation |
| Make connections to real world issues | X | How antibiotic resistance is increasing in the world around them | How science can help solve community issues |
| Reflect on the experience | End-of-course SALG survey questions | End-of-course SALG survey questions | End-of-course SALG survey questions; postservice reflection; post-learning activity reflection; poster |
a
Although the students in the SL project propose hypotheses and design experiments, they do not collect and analyze data directly as a result of testing their proposed hypotheses. Instead, they consider data that support their contribution to the service organization.