Service-learning offers a powerful means to connect academic coursework with authentic community engagement, fostering both disciplinary mastery and civic responsibility. This study examines two implementations of service-learning within the organic chemistry curriculum at the University of Connecticut, Hartford, a diverse, urban, federally designated Asian American and Native American Pacific Islander–Serving Institution (AANAPISI). Students collaborated with community organizations on public education materials for opioid misuse and cannabis use. Surveys revealed enhanced engagement, deeper understanding of chemical concepts, improved communication skills, and appreciation of relevance of organic chemistry to healthcare and public health. Challenges and recommendations for sustainable implementation are discussed. The results support service-learning as a scalable, high-impact practice that bridges theory and practice in chemical education.
Priya Shah (Mon,) studied this question.