Improving communication between people
in science, technology,
engineering, and mathematics (STEM) fields and the public is critical
to the future of STEM. Partnerships between institutions of higher
education with K–12 schools are identified as one effective
strategy to support community engagement. We have employed a service-learning
model to develop a chemistry course (Chemistry 010) that engages undergraduate
students in developing and teaching chemistry experiments for a secondary
school audience. This service-learning course design provided us with
the consistency and flexibility to sustain substantive learning experiences
for both the undergraduates and secondary students. In addition to
describing the model of this course in detail, we evaluate this course’s
impact on undergraduate scientific communication skills. Analysis
of reflections written by the undergraduates reveals that Chemistry
010 is an effective course structure for them to explore and assess
their competencies to teach and communicate scientific concepts. The
course’s influence on the secondary students, teacher partners,
and university instructors will be the focus of future studies to
ensure the mutual benefit of all involved parties.
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