Date of Award

2026

Degree Name

Curriculum and Instruction

College

College of Education and Professional Development

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dr. Lisa A. Heaton

Second Advisor

Dr. Tina Allen

Third Advisor

Dr. Jennifer Robertson-Honecker

Abstract

Although short-term outcomes of service learning are widely documented, far less is known about how these experiences influence participants years after their service concludes. Research on STEM-focused service learning is especially limited. This mixed methods study examined the long-term impacts of a West Virginia University STEM Ambassador program, in which college students served as near-peer STEM educators during summer youth 4-H programs. This study explored the lasting effects on former participants across four domains identified in the Service Learning Benefit (SELEB) scale: practical skills, interpersonal skills, citizenship skills, and personal responsibility skills.

Survey data from former participants (n=75), follow up interviews (n=14), and a focus group of 2025 cohort participants (n=10), revealed consistently high perceived long-term development across all domains. Participants reported that facilitating informal STEM learning strengthened their organization, adaptability, teaching techniques, and workplace readiness. Interpersonal skills, particularly communication, leadership, teamwork, and audience adaptation, were among the strongest areas of sustained growth.

Interview themes identified lasting impacts on SELEB skill domains. Many former participants described a clearer sense of purpose shaped by their service experience. Practical skills were developed in teaching, instructional design, professional application of academic knowledge, and organization. Interpersonal skills built through participation included communication, science translation, leadership, and facilitation. Citizenship skills included community engagement, volunteerism, purpose development, and cultural awareness. Personal responsibility outcomes included growth in accountability, confidence, autonomy, and trust-building.

The study found participation also influenced academic and career trajectories. Participants described the experience as pivotal in confirming or reshaping career goals, strengthening graduate school applications, and developing a deeper understanding of how STEM knowledge can support youth and communities. These findings highlight the enduring impact of the WVU STEM Ambassador program on participants’ professional, civic, and personal development.

Subject(s)

4-H.

4-H clubs.

Camps -- West Virginia.

Youth development.

Science -- Study and teaching.

Technology -- Study and teaching.

Engineering -- Study and teaching.

Mathematics -- Study and teaching.

Land grants. Service learning.

Teachers -- In-service training.

Career development.

West Virginia.

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