Service-learning projects are becoming increasingly popular in general chemistry courses at colleges and universities. Service-learning can be defined as a supplemental educational experience that allows students to help solve problems in their communities as well as become familiar with societal issues. Adding service-learning into the chemistry curriculum has been shown to increase student awareness of real-world problems, improve student self-efficacy, and improve student’s confidence in communicating scientific ideas. This research focuses on how an asynchronous online general chemistry course incorporated service-learning project, and measures its impact using two instruments: the Science Motivation Questionnaire II, and the Persistence Research in Undergraduate STEM (PRiSE) instrument. These quantify the students’ attitudes towards their own scientific identity as well as their intrinsic motivation, career motivation, self-determination, self-efficacy, and grade motivation when compared to asynchronous and face-to-face courses with no service-learning project.

Assessment of service-learning in university asynchronous online general chemistry courses

ACS Fall 2021

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