Collaborative Research: Development and Evaluation of a Service-Learning Focused Chemistry Curriculum

这个项目将考察一个完全整合的以服务学习为导向的化学课程的价值。具体地说，这个项目将关注学生在整个本科化学课程中从事服务学习的收获。服务性学习为学生提供了与社区真正接触的机会，有证据表明，它可以增加学生对科学的信心和能力。项目目标包括：1)在圣约瑟夫学院开发和实施一个完全整合的、以服务学习为导向的化学课程；2)评估该课程在学生作为社区参与科学家不断发展的角色方面的具体好处；以及3)创建和传播一种新的以服务学习为导向的化学教学模式，称为“社区化学”。该项目不仅有可能加强圣约瑟夫学院的化学课程，而且还可以为参与该项目的社区合作伙伴提供好处。这些合作伙伴包括K-12班的年轻学生，他们将有更多机会积极参与STEM活动，以培养对STEM的兴趣和自信。该项目将根据在圣约瑟夫学院实施多年课程所获得的信息，开发和传播社区化学模式。为此，该项目将使用以下方法生成有关服务学习及其优势的新知识。首先，实施将包括在第一年进行对照和治疗组评估。第二，多年期实施将能够严格量化多个学期的应计福利。第三，使用SPIRES(自决、目的、身份和科学参与度)作为评估工具，将在服务性学习模式中提供关于科学身份和专业倾向的新知识。最后，一系列有重点的、连续的传播平台(在线社交网络、研讨会和研讨会)将帮助其他机构为社区实施化学，而通过该项目开发的材料将通过专门的项目网站提供给直接参与传播活动的机构。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project will examine the value of a fully integrated service-learning-oriented chemistry curriculum. Specifically, this project will focus on students' gains as they engage in service-learning throughout their undergraduate chemistry curriculum. Service-learning provides students with opportunities for authentic engagement with their communities, and there is evidence that it can lead to increased student confidence and competence in the sciences. Project objectives include: 1) developing and implementing a fully integrated, service-learning-oriented chemistry curriculum at Saint Joseph's College; 2) evaluating the specific benefits of this curriculum as students build on their evolving roles as community-engaged scientists; and 3) creating and disseminating a new service-learning-oriented chemistry instructional model called "Chemistry for the Community." The project not only has the potential to enhance the chemistry curriculum at Saint Joseph's College, but could also provide benefits to community partners involved in the project. These partners include younger students in K-12 classes who will have increased opportunities to actively engage in STEM activities that may foster interest and self-confidence in STEM.The project will develop and disseminate the Chemistry for the Community model based on information gained through the implementation of the multi-year curriculum at Saint Joseph's College. Toward this end, the project will generate new knowledge about service learning and its advantages using the following methodologies. First, the implementation will include a control vs. treatment group assessment in the first year. Second, multi-year implementation will enable rigorous quantification of the accrued benefits across multiple semesters. Third, the use of SPIRES (Self-determination, Purpose, Identity, and Engagement in Science) as an assessment tool will provide new knowledge regarding scientific identity and professional disposition in the service learning modality. Finally, a focused, sequential series of dissemination platforms (online social networks, symposium, and workshop) will help other institutions implement Chemistry for the Community, while materials developed through this project will be made available via a dedicated project website to reach institutions beyond those directly participating in the dissemination activities.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.