A Science, Technology, Society, and Environmental Impact Assignment for Senior-Level Analytical Chemistry Students

Abstract

A science, technology, society, and environmental (STSE) impact assignment framework was developed that bridges the gap between analytical chemistry education and broader societal and environmental contexts. Over the course of ∼8 weeks, students were provided with the opportunity to engage in a self-directed learning opportunity to explore an instrumental analytical technique of interest for the analysis of a sample of choice. The assignment, which could be completed as a written report or video presentation, had students investigate not only the scientific principles behind the analytical technique they selected but also the societal implications of their application and potential environmental repercussions. By delving into these broader, multidisciplinary considerations, students were encouraged to think critically, make informed decisions, and recognize the ethical and environmental responsibilities that accompany ongoing developments associated with technological innovation (and instrumental analytical chemistry, in particular).

Student Perceptions of Artificial Intelligence Utility in the Introductory Chemistry Classroom

“…Some such authors focus on responsible use, such as the article by Yang describing his approach of rethinking assignments to use ChatGPT and other sources as a starting point and assistant . Others such as Piunno and Shamuradyan seem to have accepted the availability of such tools and include a discussion of “appropriate and constructive use” in newly developed activities …”