For the last ten years the authors have taught a semester long service learning course with an enrollment of 6-12 undergraduates.  The course involves the undergraduate students developing laboratory demonstrations for the upper level chemistry classes at a nearby science-focused New Orleans high school  At the high school's request, the interaction also involved the undergraduates assisting with afternoon chemistry tutoring at the high school.  Overall the program has been reviewed well by all participants, and many of the undergraduate find the teaching experience tremendously educational and rewarding.  However, there is always room for improvement.  Given that these interactions are a minor component of these high school students' science education how can we best achieve a positive long term impact?  What are the best ways to assess success and evolve the program to best meet the high school students needs?  How should service learning instructors balance the requirements of the university while prioritizing the needs of the high school students?  How can research active faculty juggle these commitments with the increasing demands from collegiate teaching, grant writing, etc? These are some of the questions we pose, and seek broader advice on how to answer.

Service learning in the chemical sciences: A few insights

255th National Meeting (2018)

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