Since science identity contributes to an individual’s persistence and efficacy in STEM training and careers, I would like to understand if participation in service-learning in the form of outreach contributes to students’ science identity. I measured the effects of a service-learning project in upper-level undergraduate Molecular Biology classes using a mixed-methods approach. Students prepared and taught lessons related to the course content at an area K-12 school. This work contributes to the understanding of how the use of science identity can inform actions in the classroom.
Gubbels JA and Vitiello SP. Creating and teaching science lessons in K-12 schools increases undergraduate students’ science identity. Journal of Microbiology and Biology Education 19(3): 19.3.96, 2018. PMID: 30377469.
Carlisle G, Vitiello SP, Matzner SL. Identification of water-related cis-regulatory elements in tomatoes. Proceedings of the South Dakota Academy of Science 97:145-153, 2018.
Simpkins JA, Rickel KE, Madeo M, Ahlers BA, Carlisle GB, Nelson HJ, Cardillo AL, Weber EA, Vitiello PF, Pearce DA, Vitiello SP. Disruption of a cystine transporter downregulates expression of genes involved in sulfur regulation and cellular respiration. Biology Open 5(6):689-97, 2016. PMID: 27142334
Vitiello SP, Benedict, JW, Padilla-Lopez S, and Pearce DA. Interaction between Sdo1p and Btn1p in the Saccharomyces cerevisiae model for Batten disease. Human Molecular Genetics 1;19(5):931-42, 2010. PMCID: PMC2816617.
Phillips S and Butler JS. Contribution of domain structure to the RNA 3’ end processing and degradation functions of the nuclear exosome subunit Rrp6p. RNA 9:1098-1107, 2003. PMCID: PMC1370474.
