Course: CHEM 221 – General Chemistry II
Modality: In-person
Partner Institution: Jordan University of Science and Technology
Links/Conference Presentation:
GSACS-student-presentationModule Plan:
GSACS-Module-Plan_Chemistry-1.docImages from Semester:
Abstract of Project: The joint virtual global learning activity brought together college students from Jordan and New York City to learn about UN SDG #6 and explore the issue of water pollution and drinking water quality in both regions. The activity involved undergraduate students from Guttman Community College and Jordan University of Science and Technology (JUST). The students worked in binational collaborative learning groups, collected field data on drinking water quality, and presented their findings and policy recommendations at a virtual international student conference.
The learning outcomes were evaluated through assignments ranging from literary analyses, to laboratory reports, to a survey gauging the impact on various dimensions of students’ learning. The majority of students reported positive experiences comprised of improved communication skills, collaboration skills, openness to different perspectives, analytical skills, better laboratory report writing, and an overall understanding of global water quality issues. The activity also helped students understand the importance of learning chemistry in real-life contexts. However, some students faced challenges with language barriers and scheduling conflicts. Despite these limitations, the activity positively influenced students’ career readiness competencies and engagement in chemistry. Overall, the virtual exchange activity provided valuable insights into water quality issues and facilitated meaningful international collaboration.
Crafting the Project with Professor Partner: We strived to not compromise the integrity of the course curriculum and content for the sake of the activity. Accordingly, we carefully developed student learning outcomes that would complement our original course learning outcomes.
The activity logistics between Guttman and JUST were complex, especially with a 7-hr time difference, necessitating well-planned module design and logistics before commencing the activity.
Student Engagement During the Partnership: The activity was implemented in the second sequence of a two-semester General Chemistry course at Guttman and in a one-semester Chemical Reaction course at JUST. The activity represented 25 percent of the final grade in the laboratory grade for both the Guttman students enrolled in General Chemistry II and the JUST students enrolled in Chemical Reaction. Fourteen Guttman students were enrolled in the General Chemistry II course and participated in this activity; sixteen students are selected from JUST enrolled in the Chemical Reaction course. The students used social media (Padlet) to post individual icebreaker responses introducing who they are, their goals, etc. Each student posted one video of 3-4 minutes and replied to their international peer’s posts. Each class was divided into four groups. For example, JUST had a total of 16 students, forming four groups with four students in each; at Guttman, with 14 students, two groups consisted of three students each, while the remaining two had four students in each. The students themselves were responsible for determining group assignments.
The students engaged with modules #1-6 (attached) independently as homework, utilizing class time for the completion of modules #7-8, which took place during a two 3-hour lab session. This allocation ensured that two dedicated lab sessions were devoted to advancing the virtual global activity: testing water quality and working on the presentation.
Student Communication During the Project: Student groups also established communication preferences, which primarily took place through emails and WhatsApp. Given that a significant portion of Guttman’s students held part-time or full-time jobs, scheduling Zoom meetings with their JUST counterparts outside of class posed considerable challenges. As a result, many students opted for email communication and utilized social media platforms to pose questions and exchange information.
Biggest Obstacles Faced: We conducted an informal survey to gauge the impacts of the activity. The survey results suggest that the majority of students had a positive learning experience from the activity with around 20-30% of the total students being either neutral or unsatisfactory. These non-positive responses were primarily from students at JUST. While the survey respondents did not provide specific reasons for their dissatisfaction, it is possible that language barriers or the additional time required to meet with international groups outside of their regular class schedule – often in late hours due to the time difference – could have been contributing factors to their negative perceptions. These issues are considered as limitations of the activity, as they may have hindered the full participation and engagement of some students.
Evaluating Success: The activity proved to be an enriching experience, particularly for Guttman students as the activity offered context-based education through authentic exposure to real-world issues like a UN SDG related to chemistry. It also forged meaningful cultural connections between students from Guttman and JUST who developed career readiness competencies in communication, critical thinking, equity and inclusion, and teamwork.
