Group Work, Communication, and Professional Skill Development in a Final-Year Chemistry Course

Abstract Group-based capstone courses are increasingly used in undergraduate chemistry programs to develop professional communication skills, collaborative skills, and scientific independence. Yet evidence on how students experience the assessment structures, supervisory relationships, and accountability mechanisms that underpin such courses remains limited. This study reports a two-cohort, mixed-methods evaluation of Chemistry and Society, a final-year research-led capstone course at a UK research-intensive university. End-of-course surveys were completed by 19 of 53 enrolled students in 2023–2024 and 16 of 54 in 2024–2025. Closed-response survey items were summarized using descriptive statistics, and open-text responses were analyzed using reflexive thematic analysis. Findings suggest that students reported confidence in presentation and scientific communication across both cohorts, with high proportions indicating improved presentation skills. Qualitative responses also indicated that some students perceived the course as relevant to professional communication contexts. However, concerns about workload inequity and limited visibility of individual contribution within group assessment persisted across both cohorts, and students also continued to report variation in the perceived quality of supervisory support. Four qualitative themes were identified: group engagement and accountability, supervision and feedback variability, perceived professional skill development, and course structure and logistics. Student-reported professional development outcomes were positive across both cohorts, and the findings suggest several areas where greater clarity, consistency, and transparency could strengthen the student experience.