Implementing Community-Engaged Learning with Chemistry Undergraduates

In this chapter, we share what we have learned from implementing community engaged
learning (CEL) activities with chemistry undergraduates since 2007. CEL involves learners
in a real world project in partnership with a community group. A genuine community need
should be addressed and the aim is that the community partner and students both benefit.
Students gain academic credit for learning outcomes achieved, including reflection on their
experiences. The main focus is on a Junior Scientist Badge activity in which our students
work in groups to prepare for and implement hands-on science activities with young people
(8–12 years old) from under-represented socioeconomic groups with an interest in science.
We discuss implementation including initial contact with a potential community partner,
assessing both the process and product and providing reflective prompts to learners.
Practical considerations such as managing group work, chemical risk assessments and child
protection requirements are also addressed. There are often resource implications but we
provide insights on our sustainable model that has evolved.
We have found that these activities assist development of our students’ problem-solving,
teamwork, organisation, digital literacy and scientific communication skills (Mc Donnell
et al., 2011). We suggest modifications that could be made to adapt the activity. CEL is
implemented for chemistry mainly the US (and is often called service learning) and we hope
to encourage and promote wider uptake.