Community Service as a Component of a General Chemistry Course for Science Majors

1. Community Service as a Component of a General Chemistry Course for Science Majors Lynn E. Maelia, Ph.D. Mount Saint Mary College Newburgh, New York 12550 maelia@msmc.edu

2. Service Learning “Service learning involves students in activities that serve the community (service) but also connects those activities to learning goals for a course (learning)” Wiegand, D.; Strait, M. J. Chem. Educ., 2000, 77, 1538-1539.

3. Environmental testing Stream testing Water quality testing Lead testing Societal issues K-12 support Tutoring Classroom visits Mentoring Other Science literacy Service Learning in Chemistry

4. Chemical Principles I Chemical Demonstration Project

5. Chemical Demonstration Project • Choose a demo • Write a pre-lab report • Prepare demonstration • Create poster • Present demo to 6th grade students

7. Chemical Demonstration The classroom demonstration must: • be non-explosive • be non-toxic • be able to be performed in 5-10 minutes • demonstrate an identifiable chemical concept

8. Sources • Shakhashiri, B. Chemical Demonstrations: A Handbook for Teachers of Chemistry; University of Wisconsin Press: Madison, 1992, Vols. 1-4. • Summerlin, L.R.; Ealy, J.B. Chemical Demonstrations: A Sourcebook for Teachers; American Chemical Society: Washington, D.C., 1985, Vol. 1. • Summerlin, L.R.; Borgford, C.L.; Ealy, J.B. Chemical Demonstrations: A Sourcebook for Teachers; American Chemical Society: Washington, D.C., 1987, Vol. 2.

9. Demonstration Pre-Lab • An explanation of the concept being demonstrated, the chemistry involved and all chemical equations associated with the demonstration • A description of all safety hazards associated with the demonstration • A description of equipment, chemical, and space requirements

10. Demonstration Pre-Lab • A presentation script • A table of physical constants such as boiling point, melting point, density, etc. • Toxicity information for all chemicals involved • References

19. Student response • Rated on a 5-point scale • 1=poor, 2=fair, 3=good, 4=very good, 5 = excellent • N=24 42% excellent 75% very good/excellent 96% good/very good/excellent

20. “What were the best aspects of the demonstration project?” • “Being able to expand your horizon” • “I enjoyed this project. I learned a lot and I had fun explaining it to the students.” • “I enjoyed doing the research and presenting for the kids.” • “Learn something not in class, investigate it in depth.” • “Helped in becoming more creative” • “Something different than the labs assigned in class.”

21. “What were the worst aspects of the demonstration project?” • “Not able to have explosions.” • “Doing the demonstrations. I hate talking in front of people.” • “Not enough room in the lab for everyone’s demonstration.” • “The fact that mine didn’t work.” • “Trying to find an appropriate experiment that captured the kids’ attention.” • The time that went into preparing it.”

22. Chemical Principles IICommunity Service

23. Community Service • Three (3) hours • 5% of grade • Required, not optional • Must include reflection on the role of science • Service must be documented

24. Date Time Started Time Finished Total Hours Activities and Accomplishments Authorized Signature Service Learning Work Log Student Name:__________________________________ Chemical Principles II - Spring 06

25. Community Service Projects • Helped students prepare their science expo projects • Judged Science Fairs • Tutored students • Assisted teachers with a variety of classroom activities (K-16) • Ran hands-on science activities for young children

26. Community Service Projects • Tested soil and planted gardens • Helped with stream testing and the annual creek clean-up at the Quassaick Creek

27. Student response • Rated on a 5-point scale • 1=poor, 2=fair, 3=good, 4=very good, 5 = excellent • N=24 29% excellent 63% very good/excellent 96% good/very good/excellent

28. What were the best aspects of the community service project? • “Easy grade” • “Going out into the real world and using science to show others” • “Discovering something you actually may enjoy” • “Helping the community” • “Helping others have a better understanding of how science is involved in many things we do each day.” • “Got us to experience people that we wouldn’t meet.” • “I liked sharing my knowledge of science with younger students.”

29. What were the worst aspects of the community service project? • “Finding time to do it” • “Creating a lesson for each class” • “Not a lot of free time to do it” • “Picking out when and where to do it” • Scheduling it • “NONE!”

30. Pros and Cons • Student interest • Grade boost • Helping the community • Finding opportunities

31. Bishop Dunn Memorial School • Part of curriculum • Student enthusiasm • Teacher support

32. Service Learning Websites • Experiential Programs in Chemistry (EPIC) Directory of Experience Opportunities: www.chemistry.org/education/epic • Contact EPIC: Epic@acs.org • National Service-Learning Clearinghouse: www.servicelearning.org • The National Society for Experiential Education: www.nsee.org • Campus Compact: www.compact.org

33. Acknowledgements • Bishop Dunn Memorial School • Bernadette Kleister, BDMS • Emily Monahan, Horizons on Hudson Elementary School • Saint Joseph’s Elementary School • Division of Natural Science, MSMC