Designing Value into Engineering Learning Through Service Activities Using a Blueprint Model

Both course-based service-learning (S-L) and extracurricular community service activities, together referred to as Learning Through Service, provide the opportunity for rich learning, personal growth, and tangible beneficial outcomes for students, community partners, and faculty. However, to fully realize this potential careful planning and design of the Learning Through Service (LTS) effort are required. This paper describes a framework with nine important elements to consider for LTS program design: (1) stakeholders, (2) value propositions, (3) relationships, (4) channels, (5) key activities, (6) resources, (7) partnerships, (8) value stream returns, and (9) value stream costs/outlays. This LTS development framework is based on the Business Canvas Model used in developing and evaluating the business viability of an innovative product or service. For LTS, the stated program design attributes were identified based on the personal LTS experience of the research team and input from additional experts. These nine elements can be effectively presented as a blueprint for an LTS program. Thoughtful planning in each of these areas will help ensure that the program goals are met and provide optimal benefits for all of the stakeholders. These elements also help to identify where management and assessment efforts are best targeted. Specific examples for each of the nine attributes from thirty-four different LTS programs are presented. Some of these LTS programs were in the planning phases and missing elements that could make the programs more meaningful, such as student reflection or engaging community partners as equals. Together, the model and examples provide guidance for others who are interested in designing a new LTS program, or improving an existing one.</div

Using Interviews in CER Projects: Options, Considerations, and Limitations

Interviews can be a powerful chemistry education research tool. Different from an assessment score or Likert-scale survey number, interviews can provide the researcher with a way to examine and describe what we cannot see, aspects such as feelings, thoughts, or explanations of thinking or behavior. Most people have no doubt seen countless interviews on TV news and talk shows. These sessions might convey interviewing as a spontaneous, easy, and straightforward process. However, using interviews as a meaningful research tool requires considerable thought, preparation, and practice. This chapter provides a general introduction to the use of interviews as a tool within a chemistry education research context. The chapter provides a general introduction to the use of interviews as a research tool including how to plan, conduct, and analyze interviews. It highlights important considerations for designing and conducting fruitful interviews, provides examples of different ways in which interviews have been used effectively in chemistry education research, and supplies additional references for the reader who wants to delve more deeply into particular topics