Now for the science bit: implementing community‐based learning in chemistry

Abstract

Purpose -The purpose of this paper is to contribute to the understanding of student learning from community engagement by critically assessing the implementation of this pedagogical approach in the context of teaching and learning chemistry and also evaluating the role of personal development in student-community engagement. Design/methodology/approach -A case study on the implementation since 2007 of community-based learning (also called service-learning) projects in an academic department in Ireland is presented. Analysis of assessment grades, student reflective accounts and evaluation questionnaires informs this work, as does a recently completed self-assessment of our activities using Shumer's Self-Assessment for Service-Learning. Findings -A marked improvement in student engagement and confidence, and their appreciation of how their subject is applied in real-world situations, is reported. Some difficulties arise however, in relation to the level of critical thinking and self-awareness evident in reflective writing assignments, as the students were generally not experienced in reflection on personal experiences. The extent to which it has been demonstrated that genuine community needs are being met is also an issue in some instances. Originality/value -The paper describes some innovative practices, as CBL is not well established in the discipline concerned, chemistry, and it has also not often been applied to the benefit of small local businesses. A critical analysis of the process followed when CBL activities were implemented in an institution without an existing, well-established culture of applying this pedagogical approach is provided, as this is a perspective not often explored in the literature.

Looking for value through networked learning in social context

“…Thus, most research studies have approved the positive role of social networks in the course of learning innovation. For example, social networking has supportive functions for developing student engagement and social capital (Shu et al, 2020;Hommes et al, 2012, Kisang, 2010Pike et al, 2011;Rocconi, 2011;Montgomery and McDowell, 2009), interactive and transactional learning (Harris, 2013;Hommes et al, 2012;Hunt et al, 2012), educational achievement and learning improvement (Wakefield and Frawley, 2020;Elshami et al, 2019;Yu, 2019;P alsson et al, 2017;Thune and Støren, 2015;Hassan, 2014;Hommes et al, 2012;O'Connor et al, 2011;McDonnell et al, 2011;Pike et al, 2011;Rocconi, 2011;Kisang, 2010;Smith and MacGregor, 2009;Montgomery and McDowell, 2009) and professional identity development (Pataraia et al, 2014;Hunt et al, 2012;Anders, 2018;Sweitzer, 2008).…”