Social and Emotional Learning as Experienced by Students in Undergraduate General Chemistry Labs

Students can meticulously perform laboratory techniques and be proficient in writing lab reports yet report negative affective experiences within the chemistry teaching labs. This study addresses this contradiction by studying students’ experiences using a Social and Emotional Learning (SEL) framework to qualitatively and deductively analyze semi-structured student interviews (N=15). The interviews followed the students’ completion of introductory chemistry and focused on their experiences with the laboratories. What emerged from this analysis were the SEL competencies intertwining with all aspects of the teaching labs as students worked with their lab partners, peers, and teaching assistants. The labs provide a unique environment for students to apply their SEL skills, including effective relationship and self-management skills. Despite students using and relying on their SEL skills, they are not always supported in lab design, and this presents a barrier to student success and a positive learning experience associated with the teaching labs. Given this, there is a need to change chemistry laboratory teaching practices and curricula to emphasize support and learning outcomes related to SEL. These findings were used to implement changes to the first-year labs to support SEL competencies, such as designing and implementing a TA manual, providing students with tips for dividing lab procedures, and offering more resources including rubrics.