The Implementation of a Service-Learning Component in an Organic Chemistry Laboratory Course

Glover, Sarah R.; Sewry, Joyce D.; Bromley, Candice L.; Davies‐Coleman, Michael T.; Hlengwa, Amanda

doi:10.1021/ed2008153

Cited by 28 publications

(37 citation statements)

References 16 publications

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“…As observed by Bergh et al (2016), the involvement of students in community as another (experiential) SL opportunity, and the benefit of this kind of CE visibility for HEIs, cannot be underestimated (see also Bheekie & van Huyssteen, 2015;Cameron et al, 2011;de Villiers et al, 2017;Srinivas et al, 2015). Informed curriculum improvements complement the strategic vision of faculties (see, for example, Cameron et al, 2011;Glover et al, 2013). More disciplinary-specific beneficence from CE activities was also described by Paphitis and Kelland (2015).…”

Section: Community Engagement Benefits Universities and Instils Cbr Practicementioning

confidence: 96%

“…In so doing, they provided fresh perspectives on social transformation in higher education in South Africa. In a study by Glover et al (2013) on CE activities for increasing chemistry knowledge and confidence for teachers and students, collaboration took the form of pedagogical content knowledge sharing between colleagues from a university academic department and the provincial department of education. Collaborative knowledge sharing and knowledge building can be seen across numerous studies with nuances of CE.…”

Section: Community Engagement Expands Collective Collaborationmentioning

confidence: 99%

See 1 more Smart Citation

On Responses of Higher Education and Training With(in) Society Through Research, Teaching, and Community Engagement

Eeden

Eloff

Dippenaar

2021

Educ. res. soc. change.

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This article presents a trend analysis of the directions, nuances, and theoretical developments in community engagement (CE) practices in higher education and training (HET) environments in South Africa since 1994. It focuses on the nexus of research, teaching and learning, and community engagement. The article identifies specific associations of CE with core HET activities, illustrating how this integrated approach has brought about positive change. The research was conducted in three phases. In Phase I, purposeful sampling was used to identify the published work of leading scholars in South Africa who had engaged with the call for adopting a more transformative and collaborative approach to research such that the very act of academically engaging with(in) community became an educationally visionary act. In Phase II, the scope of the sampling was broadened to include research in multiple disciplines. In the third phase, the sampling was broadened chronologically to include research since the 1990s, and limited to the social sciences in order to conduct a trend analysis that considered historical context and growth directions in CE in the social sciences. The discussion presents an analysis of trends that emanated from research responses to CE by HET.

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Section: Community Engagement Benefits Universities and Instils Cbr Practicementioning

confidence: 96%

Section: Community Engagement Expands Collective Collaborationmentioning

confidence: 99%

On Responses of Higher Education and Training With(in) Society Through Research, Teaching, and Community Engagement

Eeden

Eloff

Dippenaar

2021

Educ. res. soc. change.

View full text Add to dashboard Cite

show abstract

“…Affective gains include increased personal skills (Esson et al. , 2005; Begley, 2013), a feeling of personal reward (Robinette and Noblet, 2009), and connection to the community (Robinette and Noblet, 2009; Begley, 2013; Glover et al. , 2014).…”

Section: Introductionmentioning

confidence: 99%

Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non–Science Major Undergraduates

Chrispeels

Chapman

Gibson

et al. 2019

LSE

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We analyzed effects of peer teaching on non–science major undergraduates’ knowledge, perceptions, and opinions about genetically modified (GM) crops and their use in agriculture. Undergraduates enrolled in an introductory nonmajors biology course participated in a service-learning program (SLP) in which they acted as cross-age peer teachers to high school students, teaching about the role of genetics in crop improvement through traditional breeding and GM approaches. Using pre/postassessments, we found that undergraduates’ opinions shifted to favor the use of GM organisms (GMOs) in agriculture after SLP participation, rising from 46 to 97%. Perceptions about risks and benefits of GMOs also shifted from 43% stating that GMOs are harmful or suspect to no students describing GMOs in that way. Knowledge about GMOs became more accurate after SLP participation. There were significant correlations between students who had negative perceptions of GMOs and negative opinions or inaccurate knowledge about them. Students recognized the effect of peer teaching on their knowledge and perceptions, identifying the repeated peer teaching as an important factor in knowledge gain. Our results suggest students developed an informed opinion about the use of GMOs through first learning the science of genetic engineering and then teaching this information to younger students.

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“…Various non-traditional chemistry course models have been implemented in recent years to address student interest and self-efficacy in STEM and enhance student learning [13][14][15][16] . Many of these courses center on active learning; a transition from purely lecture based material to including more discussion and hands-on interaction 17,18 .…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, after the completion of the service-learning courses, it has been shown that there is a marked increase in plans for additional community engagement, regardless of initial student intent 110 with respect to community involvement 22 . Service-learning has been adopted by many disciplines, including but not limited to, the humanities 23 , geology 24 , environmental science 25 , and the physical sciences 13 even chemistry 13,14,26 .…”

Section: Introductionmentioning

confidence: 99%

A Chemistry Based Service-Learning Course in New Orleans: Increasing Student Interest and Self-Efficacy in STEM

R¹,

Schmidt²,

C³

et al. 2019

Preprint

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<p>An important problem in STEM education is the low student retention rate. Non-traditional science courses that utilize more active-participation and learning are attractive as tools to increase student persistence and interest in STEM. Herein is described the content and implementation of a chemistry-based service-learning course that was offered in Spring 2019. The course features a well-rounded curriculum and diverse activities. The enrolled undergraduate students were not only taught chemistry concepts (general chemistry and supramolecular chemistry) but were also asked to present the chemical concepts using attention-grabbing demonstrations to public-school students in the New Orleans area. In addition, the course covered multiple non-science topics, including the pedagogy of service learning, background on the New Orleans public-school system, and how to work with the community. The course also involved targeted student reflection activities/surveys and interfaced with the Tulane Center for Public Service. Results from a paired set of anonymous “before and after” student surveys lead us to suggest that the undergraduate students exhibited an increased desire towards STEM careers. The students also expressed, in general, higher confidence in the retention of chemical concepts that this course taught when compared to concepts retained from a standard general chemistry lab course. As importantly, this course provided the opportunity for students to engage with members of the New Orleans community.</p>

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The Implementation of a Service-Learning Component in an Organic Chemistry Laboratory Course

Cited by 28 publications

References 16 publications

On Responses of Higher Education and Training With(in) Society Through Research, Teaching, and Community Engagement

On Responses of Higher Education and Training With(in) Society Through Research, Teaching, and Community Engagement

Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non–Science Major Undergraduates

A Chemistry Based Service-Learning Course in New Orleans: Increasing Student Interest and Self-Efficacy in STEM

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