Translating an In-Class Deliberation Module to a Two-Year College Introductory Chemistry Course

Area of Science:

• Chemistry Education
• Environmental Science
• Societal Impact of Science

Background:

• General chemistry courses offer opportunities to link foundational concepts to societal issues.
• Deliberation, a facilitated discussion, has shown positive effects in four-year institutions.
• Two-year college environments present unique challenges for implementing such modules.

Purpose of the Study:

• To assess the transferability of an environmental contaminants deliberation module to a two-year college Foundations of Chemistry course.
• To provide training recommendations and implementation suggestions for adapting the module.
• To evaluate student experiences and outcomes.

Main Methods:

• A 2-hour deliberation module on environmental contaminants was adapted for a two-year college setting.
• The module focused on connecting chemistry concepts, such as ion solubility, to societal issues.
• Training recommendations and implementation strategies were developed.

Main Results:

• Student participants reported a high-quality experience, valuing the consideration of diverse perspectives.
• Students demonstrated increased motivation to take action to improve water quality.
• The instructor observed enhanced community building and connections between course material and societal issues.

Conclusions:

• The deliberation module is transferable and effective in a two-year college general chemistry context.
• The activity successfully engaged students with environmental issues and fostered a sense of agency.
• This approach can bridge the gap between fundamental chemistry and real-world societal challenges.