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Service-learning is a powerful pedagogy in which community service is an integral part of classroom education. Including a service component in a chemistry course requires flexibility and creativity on the part of the instructor as well as the institution. This paper suggests some strategies that can make service-learning more feasible for chemistry programs, such as using short projects that may need as little as a single lab period. Incorporating projects that are tangential to traditional chemical topics helps to broaden the range of opportunities while providing valuable services to nonprofit organizations or schools. Using the college as the community partner minimizes problems locating appropriate partners or providing off-campus transportation. Examples of these simplifying strategies illustrate how service-learning can enhance chemistry courses by providing students with real-world experiences as well as opportunities to serve their communities.
Susan Sutheimer (Fri,) studied this question.