Community Awareness and Service Learning in Analytical Chemistry

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Article Cite This: J. Chem. Educ. 2019, 96, 1395−1400

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Community Awareness and Service Learning in Analytical Chemistry Laboratories Andrew Miller* and Alan Gift University of Nebraska at Omaha, Department of Chemistry, Omaha, Nebraska 68182, United States

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S Supporting Information *

ABSTRACT: A service-learning project was completed in both a senior and sophomore-level analytical chemistry course. Both projects took place at a local wetland managed by a nonprofit volunteer group. The two classes performed an in-depth water quality analysis and soil/sediment extractions examining the spatial variation of nutrients. The senior-level class had a deep connection with the nonprofit group. The students reported their results to the nonprofit in a poster presentation, an entry in the newsletter for the nonprofit, and in a final written report. They were also required to give a more technical poster presentation at a chemistry department seminar. For the sophomore-level class, the only connection with the nonprofit group was through a field sampling event. The impact of working at the site was evaluated by a paired pre/post-survey and through standard course evaluations. For the students who completed the pre/post-survey, there was a statistically significant increase in the students’ knowledge of the community. Students also report an appreciation for “real-world” application of chemistry content. KEYWORDS: Second-Year Undergraduate, Upper-Division Undergraduate, Analytical Chemistry, Environmental Chemistry, Inquiry-Based/Discovery Learning, Water/Water Chemistry, Applications of Chemistry

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INTRODUCTION Service learning may have many descriptors (community-based learning, community-based research, civic engagement), but under any name it has been shown to engage students in applied, meaningful projects in ways that standard pedagogies generally do not.1 In the chemical education literature, most higher education service-learning projects fall into one of three categories, including (1) college student chemical demonstrations at K-12 schools,2−10 (2) connecting upper-level college students with high school or lower-level college students to work through an open ended problem,11,12 or (3) college students partnering with a community organization to perform some service for the community.6,13−15 In any of these contexts, the key factor is a problem with a defined goal, but an uncertain path to achieve that goal. With some guidance, students then must determine a path that can meet the goal within any imposed constraints. Within the category of working with a community partner, a common goal is to perform an analysis to quantitate at least one contaminant in an environmental sample.6,16−18 Under certain circumstances, this project type can be used to link chemistry to the social sciences and issues of social justice, and at the highest level of impact can lead to changes that lower human exposure to various contaminant sources.19 However, most assessments associated with these types of projects focus on student learning of chemistry content, or on student perceptions of the class in comparison with a more standard © 2019 American Chemical Society and Division of Chemical Education, Inc.

lab format. While important, these studies have not examined how student interactions with a community organization might impact the student views on community knowledge, willingness to volunteer, or engagement in their own learning. This article will focus on the use of a local wetland managed by a volunteer organization partnered with both a sophomore and senior-level analytical chemistry class. For the senior-level class, a deep level of partnership between the students and the volunteer organization was developed with the students presenting their results in several different formats to the community group. For the sophomore-level class, the only direct connection was visiting the site to take samples. Between the two classes, both water and soil samples were taken and analyzed to assess the presence and spatial variability of anthropogenic contaminants (atrazine and nutrients) and begin to elucidate cycling pathways. In the senior-level class, a pre/post-survey was administered to determine what impact the project may have had on students’ understanding of the community. Received: July 19, 2018 Revised: May 10, 2019 Published: June 11, 2019 1395

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Article

PROJECT DESCRIPTION

Table 1. Schedule of Activities, Instruments Used, and Method References for the Senior-Level Project

Sampling Site

Heron Haven is a 19-acre constructed wetland located in Omaha, Nebraska. The site is surrounded by an urban mixeduse environment, comprising residential areas, recreational areas (golf course/city park), and a major road. The site is managed by a nonprofit organization, the Friends of Heron Haven, as an educational/recreational facility with both informal science education outreach materials and birdwatching blinds along nature trails approximately a mile long. The site was originally constructed by the Army Corps of Engineers as a remnant floodplain of the Big Papillion Creek when the creek was straightened to manage stormwater in the city. In 2012, a major restoration project was completed by the Army Corps that both removed invasive plant species and improved water retention characteristics. The Army Corps recently completed a 5-year monitoring project of plant species diversity at the site.20 As part of the plant monitoring, it appeared that algal concentrations in the wetland had been increasing since the restoration event. The increasing algal growth was the central problem the students were tasked with informing. The most likely cause of the increased algal growth is excessive nutrients (NO3− and PO43−). The friends of Heron Haven were aware of both the aquatic plant growth and the infiltration of invasive terrestrial plants, but they did not have the resources for water analysis.

week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Senior-Level Project

The senior-level class was instrumental analysis, which has an associated one credit hour lab; four students were enrolled in the class when this project was completed. The entirety of the lab sessions were used to plan and work on the project at Heron Haven. The first lab session was used to plan what information was needed to inform the excess algal growth and nutrient cycling, and to research what instruments/analyses would be needed to collect that information. The likely anthropogenic sourcing of the excess nutrients also led to the discussion of other likely contaminants, such as the herbicide atrazine. Full water quality analysis (major/minor ions, e.g., Na+, Mg2+, Cl−, SO4−2/ Fe3+, Al3+, Mn2+) was also included to determine ionic strength and identify other environmental processes that may affect nutrient cycling (i.e., mineral precipitation/dissolution calculated using MINTEQ, a geochemical speciation code). The analysis schedule was then collectively decided upon, and is shown in Table 1. Several analytes could be determined on different instruments allowing for interinstrumental confirmation of concentrations. For each instrument, a student was assigned to find a relevant usable method using online resources. When applicable, standard USEPA methods were used (method numbers: 200.8, 300.1, and 525.1). In other situations instrument manufacturer information or primary literature sources were used.21,22 Along with scheduled dates for analyses, due dates for deliverables were also set with feedback from the students. In terms of student deliverables, there were both technical reports (written for scientific audiences) and reports to the community partner (written for general public audiences), including both written reports and poster presentations. The technical reports were written in formal scientific formats with the intended audience being other scientists. These reports included six specific instrument reports in which only information from a single analytical technique was included, and a final report in which the interinstrumental comparisons

activity/instrument used service-learning project definition field sampling solution preparations sediment extractions ion chromatography anions ion chromatography cations flame AA ICP−MS HPLC GC−MS Break GC−MS poster preparation poster presentation at Heron Haven poster/report preparation poster presentation at department seminar

analyte(s)

method reference

dissolved oxygen, turbidity, pH, temperature, conductivity

YSI ProDSS manual

NO3−, NO2−, PO43− Cl−, SO4−2, NO3−, PO43−

21 EPA 300.1

Na+, Mg2+, K+, Ca2+

manufacturera

Mg2+, Ca2+ Na+, Mg2+, K+, Ca2+, Fe3+, Al3+, Mn2+ atrazine atrazine

EPA 7000B EPA 200.8

atrazine

EPA 525.1

22 EPA 525.1

a

The instrumental method originated with the instrument manufacturer. QA/QC requirements from US EPA method 300.1 were used.

and final conclusions could be made (an example grading rubric is given in the Supporting Information). The reports to the community partner included a poster presentation at a community outreach event at Heron Haven, a project summary for the Heron Haven newsletter, and a full written project summary sent to the Friends of Heron Haven. Sophomore-Level Project

The sophomore-level class was quantitative analysis, which also has an associated 1 credit hour lab. A total of 32 students started in lecture and were distributed between two lab sections, 20 were present for field sampling. Since this class had more students, it allowed for a broader study as opposed to a more in depth study. On the first day of class, the Heron Haven site was used as an example to discuss the general steps in the analytical process and to introduce the data and analysis that had been completed by the senior-level project the previous semester. Specifically, aqueous nutrient concentrations decreased from the inlet to the outlet of the wetland. The focus for this class was to examine the fate of the nutrients: Are the nutrients (NO2−, NO3−, and PO4−3) becoming part of the soil surrounding the wetland? To examine this, soil samples were collected from both upland areas, away from the direct influence of the water in the wetland, and from areas immediately surrounding the water/soil boundary. Since there was a larger number of students, 12 total soil samples were taken, and the soils were split so at least two students were analyzing each soil sample. Each student performed at least three determinations. This duplication of effort allowed for statistical comparisons between locations. 1396

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Table 2. Comparison of Selected Data for Major Ions and Atrazine from Several Different Analytical Methods analytical method by analyte sample source

IC (mg/L) Na

wetland inlet wetland outflow sample spike recovery, %

+

33.3 31.3 85

+

K

2.85 2.82 86

2+

ICP−MS (mg/L) −

Mg

2+

Ca

NO3

28.0 34.1 83

49.5 128 82

23.9 16.5 98

Field Methods

3−

PO4

0.87 0.72 99

Na

+

32.3 51.2 77

+

K

5.40 9.55 88

2+

HPLC (μg/L) 2+

Mg

Ca

33.2 43.8 79

67.1 138 76

atrazine 0.788 0.478 103

most of the data will be presented in a future publication. However, some data are shown here to demonstrate student outcomes as well as some of the limitations of the methods used. Table 2 shows the results for the cationic analysis in water samples and the spike recoveries for IC and ICP−MS analysis as well as the atrazine results as determined by HPLC. While variable between methods, the spike recoveries are within requirements for EPA methods. With the exception of potassium, the ICP−MS and the IC concentrations agreed within expected experimental error. The major conclusion from the analysis is that nutrients (NO3−/PO4−3) are being removed from the water as the water passes through the wetland. Table 3 shows the soil phosphate concentrations and

For instrumental analysis, approximately 1 L water samples were taken from several different locations in the wetland. All samples were filtered through 0.45-μm PVDF filters. Five locations were used for ionic analysis. Samples for ionic analysis were split into two plastic containers; one was acidified to pH < 2 with HCl, and the other was left unpreserved. Only the inlet and outlet were sampled for atrazine analysis. Samples for atrazine analysis were placed into glass containers. All samples were refrigerated prior to analysis. While the waters were being filtered, a ProDSS multiparameter water quality meter (YSI/Xylem Analytics) with four chemical probes was used to measure baseline water quality parameters including pH, oxidation−reduction potential, dissolved oxygen, conductivity, temperature, and turbidity. For quantitative analysis, soil samples were collected from 12 locations using a soil auger. The auger was hand driven to a 10 cm mark to remove the top 10 cm of soil. From each location, two samples were taken within 0.5 m of each other. Those two soil samples were later mixed to represent a single location. Each individual soil sample was approximately 500 g, giving plenty of soil for the class to analyze.

Table 3. Soil Phosphate Concentrations, by Location

Analytical Methods

For the ionic analyses of the water samples, students had to translate EPA guidelines into usable methods for each instrument; the instrumental conditions used were reported in the individual instrument reports. The students were also given relevant purchased standards to make calibration standards, calibration verification standards, and spiked samples. For atrazine analysis in the water samples, the students had to translate a primary journal article into a usable sample preparation and instrument method. They also had to make their own standards and sample spikes directly from solid atrazine. For the soil analysis, the methods and instrumental procedures were simply given directly to the students (see Supporting Information). Since soils were being analyzed, the students had to perform extractions to get the nutrients into the aqueous phase. For the nitrate and nitrite extractions, soil was simply added to deionized water. For the phosphate soil extractions, the Mehlich-321 extraction solution was used. Nitrate and nitrite extracts were analyzed on an ion chromatograph (IC), phosphate extracts were analyzed using both IC, and the molybdate blue method with analysis on a spectrophotometer.23 Calibration standards for the IC were provided, but students had to make a calibration verification standard for the IC, and the calibration standards for the molybdate blue method from solid KH2PO4.

a b

samplea

average PO4−3 soil concentration, mg/kg

RSD, %

HH1 HH2 HH3 HH4 HH5 HH6 HH7 HH8b HH9 HH10b HH11b HH12b

177.0 174.5 89.0 78.7 161.9 124.7 86.3 206.6 346.0 230.7 215.8 106.6

19.6 0.6 19.9 6.7 3.5 4.5 7.2 3.2 10.5 2.5 1.5 6.5

Sample locations are denoted by numbers; HH = Heron Haven. These locations are more than a meter away from the shoreline.

the relative standard deviations between all of the replicates for a single soil. For each soil, this includes three replicates from at least two different students. In general, the RSD values are low, implying good repeatability between students. However, in the spiked samples analyzed by IC, the percent recoveries only averaged 64% implying some phosphate may be missed using this analysis. The general conclusion from the soil extracts was that the nutrient concentrations are typically higher away from the water, implying that the nutrients are not concentrating in the soil near the water.

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ASSESSMENT For the instrumental analysis class, student impressions of the service-learning project were examined through a matched pre/post survey. The survey was designed by the Service Learning Academy at the University of Nebraska at Omaha (UNO). The goals of the survey are to determine the impact of completing a service-learning course on (1) the integration of core course content, (2) a student’s commitment to civic engagement, and (3) a student’s future academic plans. The questions used in the survey were originally based on other

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DATA The majority of the data from the two courses will be combined with other research efforts at the site aimed at determining overall nutrient cycling rates and processes. Thus, 1397

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Figure 1. Results of the matched pre/post-survey for the instrumental analysis class. Error bars are one standard deviation; asterisk denotes statistically significant increase (n = 4, p = 0.018).

resources,24,25 and this survey has been in use since 2010 with minor modifications being made to meet the specific needs of the Service Learning Academy. Most questions use a Likert scale with seven levels ranging from “strongly disagree” equaling one to “strongly agree” equaling seven. Any course at UNO identified as having a service-learning component uses the survey to track institution level impact of service learning in the curriculum. Since 2010 over 3700 UNO students have taken the survey. Individual prompts on the survey are associated with larger categories, including knowledge of the community, engagement in the community, and engagement in school. The questions center on the students’ own opinions of their performance within the three larger categories. The grouping of individual questions allows for statistical analysis of even small courses such as instrumental analysis (n = 4). The only category that significantly improved from the pre- to postsurveys was the student’s knowledge of the community (Figure 1, p = 0.018). Both student engagement within the community and engagement in school decreased in insignificant amounts (p > 0.1). The reasons for the insignificant decreases are unknown. However, all of the students were in their final semester at UNO, so their school engagement may have already been at a high level due to previous coursework. For both school engagement and community engagement, this specific cohort of students also started at high levels, limiting the potential improvements from a service-learning project. Some individual prompts connected to the significant increase in knowledge of community included: ‘I feel strongly attached to the community I live in’, ‘I know how to be involved in my community’, and ‘I am aware of the problems in my community’. Some individual prompts connected to the engagement with the community included: ‘This project motivated me to be more involved with the community’, and ‘I used information from the community members when planning and preparing my project’. Some prompts associated with engagement in school included: ‘I gain skills at school or in the classroom that help my personal growth’, and ‘I use what I learn in the classroom outside of the classroom’. Half of the

students thought that the service learning made the course more meaningful than similar courses without service learning. However, none of the students listed the class as more engaging or challenging than a course without service learning. At least half of the students responded that they benefited from the service learning by ‘allowing me to apply learning in a real world setting’, ‘deepening my understanding of the course material’, and ‘helping me to understand my community better’. At least half of the students identified working on the following skills during the service-learning project: listening, problem-solving, and teamwork. For quantitative analysis, the only student feedback was collected through standard course evaluations. The course evaluation has standard Likert scale questions (1−5, with 5 being the highest), and the final questions on the course evaluation are open-ended questions asking what the students liked about the course/instructor and what students think could be improved about the course/instructor. There was no specific prompt on the service-learning project; however, students still had the following comments on what they liked about the course: “··· Also how he [the instructor] correlated subjects we learned in class to real world situations was interesting.” “Getting to see the course topics covered in practical applications wit[sic] the real scenarios definitely put into perspective the necessity of the course content in the chemical industry.” No specific negative comments were made about the servicelearning component of the class. Most of the negative comments relate to the course workload, but those comments have always been present in previous incarnations of the course when the service-learning project was not completed. Comparing the numerical Likert results to a previous course offering that did not have the service-learning project, the only significant improvement was in response to the question ‘Students were encouraged to express their own ideas and/or question the instructor’ (4.0 without service learning, 4.5 with service learning, p = 0.07). There was also a slight though statistically insignificant increase in response to ‘I found this 1398

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learning to larger classes. In this case, going from 4 students one semester to 32 students in the subsequent semester was not a problem since the nature of the desired information changed. Environmental chemists are typically working across time and spatial scales, and a straightforward way to scale up an environmental analysis project is to work across greater spatial scales. The in-depth water analysis completed with the instrumental students would not have been feasible with the larger quantitative analysis class. However, the instrumental class was too small to cover as much spatial variation as the quantitative analysis class. The two working in concert produced information that two classes of the same size would not have been able to accomplish. While this is a positive in understanding nutrient behavior at the site, it is also not realistic for a large class to produce a single report to the community partner. Thus, they miss the opportunity to interact more deeply with the community partner, which is a significant part of the service-learning experience.

course intellectually challenging and stimulating’ (4.5 without service learning, 4.7 with service learning, p = 0.33).

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DISCUSSION From an instructor’s perspective, the incorporation of a service-learning project allowed for the implementation of assignments and activities that would not necessarily have made sense otherwise. For example, the instrumental analysis course made several presentations in varied contexts (scientific/general audience, written/oral presentation). Most curricula focus only on communication to other scientists, and typically only classmates and the instructor serve as the actual audience. Second, while service-learning is not required, having a service-learning project associated with a field site incorporates both “real-world” experience (which the students recognized and appreciated) and the ability to link scientific questions to scientific methods. In many analytical courses, unknowns are simply provided to the student and the instructor knows the correct answer. The students are only meant to apply a method in the lab to arrive at the correct answer. Having a field site allows for the discussion of sampling strategy, including how many samples might be needed to characterize a system, relating the sample locations to scientific questions, and why pragmatic limitations such as time will reduce the number of samples that can be taken. These issues are not frequently considered in an experimental setting. Clearly when sampling a system of any scale only part of the system is directly accessible, which opens a discussion of error in scientific inquiry beyond the error associated only with analysis. However, there are a few trade-offs when considering the incorporation of service learning as was completed here. For the instrumental course, focusing on water quality analysis and considering that the only likely contaminants were nutrients and atrazine limits the number of directly useful instruments. While using a single set of samples on several instruments did allow for a deeper examination of the advantages/disadvantages of specific instruments (which instruments suffer more matrix effects, linear range, etc.), it did not allow students as broad of an exposure as they might have had if the analytes could be picked off a shelf. From the schedule, nearly half of the lab periods were devoted to activities that were not directly related to using an instrument. If the service-learning project had not been implemented, those lab periods could have been devoted to using other instruments. Second, for the instrumental class many of the reports were completed collectively, so there were only minimal grade distinctions between students. Depending on group dynamics, this can be a significant issue, but was not here. In the service-learning literature, there are several common concerns that did not appear to be problems here.26 The first is the incorporation of the project into student schedules. From the pre/post-survey, half of the instrumental students thought that accommodating the project was not difficult, and the other half were neutral on the difficulty. This is likely due to the small number of students, and the related ease of arranging transportation between students. Also, the critical meetings that occurred outside of the typical lab period (presentation to community partner, presentation to the chemistry department) were planned well in advance. For the quantitative analysis students, the only difference that was caused by the service learning was the field sampling event, which ∼2/3 of the class attended. The second common problem is scaling service

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SUMMARY The service-learning project described here included two different classes of two different sizes and two different levels of interaction with the community partner. It demonstrates the scalability of service-learning projects and how different classes can work on different projects but toward a single goal. The projects were successful in that they produced data of interest to the community partner, allowed students to work on a real world chemistry application, and demonstrated the research process. For instrumental analysis, there was a statistically significant increase in students’ knowledge of the community based on the service-learning project. Connections between the site, the nonprofit group, and analytical classes will continue. As more information is collected, new experimental information will be needed, and individual course projects are likely to change.

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ASSOCIATED CONTENT

S Supporting Information *

The Supporting Information is available on the ACS Publications website at DOI: 10.1021/acs.jchemed.8b00569. Grading rubric for instrumental analysis report; procedural handout for quantitative analysis (PDF, DOCX)

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AUTHOR INFORMATION

Corresponding Author

*E-mail: [email protected]. ORCID

Andrew Miller: 0000-0002-2258-1518 Notes

The authors declare no competing financial interest.

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ACKNOWLEDGMENTS The authors would like to thank the staff in the Service Learning Academy at UNO, including Wendy Kaiser and Kirsten Case. The authors would also like to thank Sam Bennett, President of the Friends of Heron Haven.

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