Strategies To Simplify Service-Learning Efforts in Chemistry

Sutheimer, Susan H.

doi:10.1021/ed085p231

Cited by 37 publications

(35 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Writing on the impact of service-learning on biology curricula, Kennell (87) claimed that service-learning enhanced learning, provided real-world experiences, empowered both students and teachers, facilitated student-centered courses, and civic responsibility in the society. Sutheimer (88) claimed that service-learning also facilitated improved cognition for students.…”

Section: Service-learning As a Tool For Motivating Civic Engagementmentioning

confidence: 99%

Bottled Water Analysis: A Tool For Service-Learning and Project-Based Learning

Akinbo

2014

ACS Symposium Series

View full text Add to dashboard Cite

Section: Service-learning As a Tool For Motivating Civic Engagementmentioning

confidence: 99%

Bottled Water Analysis: A Tool For Service-Learning and Project-Based Learning

Akinbo

2014

ACS Symposium Series

View full text Add to dashboard Cite

“…In addition, those who are actively involved are a small but enthusiastic and supportive community. Sutheimer (2008) has recommended ways in which the adoption of CBL in chemistry departments can be simplified and her pragmatic suggestions include opting for a "simple short project (SSP)", using your own academic institution as a community partner and selecting a project in an area that is peripheral to chemistry.…”

Section: Implications For Adoption Of Community-based Learning By Other Institutionsmentioning

confidence: 99%

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

McDonnell

Ennis

Shoemaker³

2011

Education + Training

View full text Add to dashboard Cite

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.

show abstract

“…Twitter (Junco et al, 2011), context-based case studies and context-based introduction of topics (Pringle, 1999;Gutwill-Wise, 2001;Bennett & Homan, 2003;Belt et al, 2005;Potter & Overton, 2006;Hofstein & Kesner, 2006;Parchmann et al, 2006), service-learning (Kesner & Eyring, 1999;Draper, 2004;Esson et al, 2005;LaRiviere et al, 2007;Kalivas, 2008;Sutheimer, 2008), problem-based learning (Ram, 1999;Belt et al, 2002;McDonnell et al, 2007;Gürses, 2007;Kelly & Finlayson, 2007), process oriented guided inquiry learning, POGIL (Moog et al, 2008;Straumanis & Simons, 2008;Bailey et al, 2008;Yezierski et al, 2008;Brown, 2010;Luxford et al, 2011;Hein, 2012), learning communities (Cross, 1998;McGregor et al, 2000;Dodge & Kendall, 2004), collaborative learning (Kogut, 1997;Browne & Blackburn, 1999;Kaartinen & Kumpulainen, 2002;Shibley & Zimmaro, 2002;Suthers & Hundhausen, 2003) and the flipped classroom approach (Bergmann & Sams 2012;Ruddick 2012;Smith 2013;Lancaster & Read 2013;Christiansen 2014). Most of these methods have b...…”

Section: Introductionmentioning

confidence: 99%

Course preparation assignments: A tool to enhance independent learning, increase student participation, and performance in chemistry courses

Ronkainen

2015

LUMAT

View full text Add to dashboard Cite

Studies have shown that the more ownership students take of their academic work, the greater the level of information retained, knowledge acquired, and general cognitive development.Many teaching techniques that span across sciences, and go beyond standard techniques such as: merely lecturing at students or following written procedures for "cook book-style" laboratory experiments, have surfaced in the last decade. One such method, known as Course Preparation Assignments (CPAs), requires students to read and analyze course material prior to attending class.This approach gives students their first exposure to new content outside of the classroom, while also engaging them in responding to a series of questions that they must answer individually. This prior exposure to course material allows the students to not only complete written assignments with the incentive of earning points, but also forces them to reflect on what they are learning. Prior to adopting the CPA teaching practice, I discovered that very few of my chemistry and biochemistry students completed the reading and homework problems until a few days prior to an examination. Each class or unit that includes a CPA follows a predictable pattern which students adjust to quickly: Read -Think -Write/Draw/Calculate -Discuss the course content. The impact of incorporating CPAs into undergraduate Analytical Chemistry and Principles of Biochemistry lecture courses will be described from this instructor's point of view. In addition, the advantages and challenges of utilizing this teaching approach at a Primarily Undergraduate Institution, within classes made up of 8-45 students, will be described. Furthermore, the development and use of CPAs for teaching various Chemistry courses, the leading and facilitating of course discussions in class, the grading of assignments, and student perceptions of the approach will be discussed. Indeed, the pedagogical approach generally promotes timely completion of assignments, helps create a more interactive classroom setting, encourages students to ask more questions, facilitates involvement in discussions all of which result in an improved ability to think and reason critically.

show abstract

Strategies To Simplify Service-Learning Efforts in Chemistry

Cited by 37 publications

References 6 publications

Bottled Water Analysis: A Tool For Service-Learning and Project-Based Learning

Bottled Water Analysis: A Tool For Service-Learning and Project-Based Learning

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

Course preparation assignments: A tool to enhance independent learning, increase student participation, and performance in chemistry courses

Contact Info

Product

Resources

About