Innovative Community‐Engaged Learning Projects: From Chemical Reactions to Community Interactions

McDonnell, Claire

doi:10.1002/9783527679300.ch14

Cited by 3 publications

(1 citation statement)

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“…Service learning may have many descriptors (community-based learning, community-based research, civic engagement), but under any name it has been shown to engage students in applied, meaningful projects in ways that standard pedagogies generally do not . In the chemical education literature, most higher education service-learning projects fall into one of three categories, including (1) college student chemical demonstrations at K-12 schools, − (2) connecting upper-level college students with high school or lower-level college students to work through an open ended problem, , or (3) college students partnering with a community organization to perform some service for the community. ,− In any of these contexts, the key factor is a problem with a defined goal, but an uncertain path to achieve that goal.…”

Section: Introductionmentioning

confidence: 99%

Community Awareness and Service Learning in Analytical Chemistry Laboratories

Miller

Gift

2019

J. Chem. Educ.

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A service-learning project was completed in both a senior and sophomore-level analytical chemistry course. Both projects took place at a local wetland managed by a nonprofit volunteer group. The two classes performed an in-depth water quality analysis and soil/sediment extractions examining the spatial variation of nutrients. The senior-level class had a deep connection with the nonprofit group. The students reported their results to the nonprofit in a poster presentation, an entry in the newsletter for the nonprofit, and in a final written report. They were also required to give a more technical poster presentation at a chemistry department seminar. For the sophomore-level class, the only connection with the nonprofit group was through a field sampling event. The impact of working at the site was evaluated by a paired pre/post-survey and through standard course evaluations. For the students who completed the pre/post-survey, there was a statistically significant increase in the students' knowledge of the community. Students also report an appreciation for "real-world" application of chemistry content.

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