New Perspectives in Science Education

This project describes a redesign of Organic Chemistry at the University of Connecticut, Hartford, that integrates service-learning, public health education, and career readiness to promote inclusive student success. In the laboratory, students participate in a cannabis awareness service-learning initiative, creating educational materials on the responsible use of medicinal and recreational marijuana in partnership with UConn Student Health and Wellness. Drawing on extensive research on service-learning, the course leverages community-engaged work to enhance conceptual understanding, critical thinking, and civic responsibility while strengthening students’ ability to apply organic chemistry in real-world contexts.^1,2 In the lecture course, National Association of Colleges and Employers (NACE) Career Readiness Competencies—especially Critical Thinking and Communication—are embedded through reflective assignments, pre/post career readiness self-assessments, interactions with health-profession guest speakers, and a final presentation linking organic chemistry concepts to students’ career pathways. Prior studies on course-based career interventions demonstrate that explicitly teaching students to identify and articulate transferable skills supports higher career self-efficacy, clearer goal formation, and more equitable access to professional opportunities.^3,4 Together, these intertwined components position students to recognize both the civic and professional relevance of their learning and to build a stronger sense of belonging.