Reflection-Based Evidence for the Value of Community-Engaged Learning in Undergraduate Chemistry

Abstract Community-engaged learning (CEL) is a form of experiential learning that connects students to community groups through a service-learning project. Students are tasked with working with a partner to fulfill the community needs. CEL projects in chemistry have been increasing in popularity to provide students with transferable skills and help connect course learning to real-world relevance. In this study, students in two introductory analytical and organic chemistry courses engaged in CEL projects and were assessed through reflections of their experiences. Using reflections collected across two years, student perceptions of course learning, group work experience, self-reported skills, and CEL impacts on future careers were examined. The results showed that CEL had a positive impact on course learning and future career goals. Students had varied experiences in group settings, making positive connections with group members and enjoying sharing the work and having diverse experiences but noting difficulties with scheduling and communication. Finally, students identified many developed skills through the projects, both technical (course-related) and interpersonal (transferable skills). This research provides further support for CEL use in undergraduate chemistry programs with the hope that exposure to experiential learning will have positive and lasting impacts on student learning, setting them up for success moving beyond undergraduate programs.