Student-Generated Infographics for Learning Green Chemistry and Developing Professional Skills

This paper addresses the incorporation of a scaffolded infographic project into a majors' organic chemistry laboratory. Students were given the freedom to choose their topic with the stipulation that it must be relevant to both organic and green chemistry. This scaffolded project consisted of the following eight phases: (i) summarizing and evaluating an existing infographic, (ii) delving into green chemistry literature, (iii) proposing infographic topic, (iv) gathering components for the infographic, (v) analyzing infographic maker websites, (vi) creating infographic and providing peer feedback on first drafts, (vii) revising infographic and providing final feedback, and (viii) posting infographic on Twitter. Since this was a semester-long project implemented in a remote environment, a variety of instructional technologies including Flipgrid, Perusall, FeedbackFruits Peer Review, Google Jamboard, and chemical drawing software were utilized. The analysis of the project's impact on cognitive gains through Student Assessment of Learning Gains and through pre- and post-test responses indicated the achievement of positive learning gains on green chemistry knowledge and skills. This activity was viewed favorably by students, with most indicating a desire for similar assignments implemented in future courses.

Automated summary

This paper describes the implementation of a scaffolded infographic project in a majors' organic chemistry laboratory, where students went through eight phases including topic selection, literature review, and infographic creation. The project had a positive impact on students' cognitive gains and they expressed a desire for similar assignments in future courses.