Chemistry is for everyone: a co-created website showcasing the work of first yea
Chemistry is for everyone: a co-created website showcasing the work of first year undergraduate chemistry students
Dr Sarah L. Rawe
What is the idea?
First-year chemistry students from the University of Dublin have co-created the ‘Chemistry Is For Everyone’ website (https://chemistryisforeveryone.com/), currently showcasing 30 unique exhibits in the form of posters, infographics, games and artworks, on a range of chemistry topics. Each piece was inspired by a popular science book, and these books are also showcased on the site. 44 students selected their book, topic, format of exhibit and created content for this showcase. Alongside exhibits, they give the rationale and explain the science in their own words. Two students worked with a staff member to build the site.
Why this idea?
Originally planned as a face-to-face event in which students would present exhibits on a range of chemistry topics to an audience of their family and friends, we produced a student co-created, online showcase in the form of the website due to ongoing health restrictions.
The central aim was to engage early undergraduate students with broader aspects and applications of their discipline, to enable them to identify as chemists and to feel part of the chemistry community. Positive attitudes towards their discipline have been shown to correlate positively with student persistence and performance (Villafañe & Lewis, 2016; Xu et al., 2013). This is helped when students have the confidence to participate in the conversations of their discipline community.
The benefits of working with students as partners (SaP) in higher education includes enhancing students’ enthusiasm and their motivation to learn and encouraging the traits of self–directed active learning (Mercer-Mapstone et al., 2017). A whole-class co-creation approach was used by involving students in the decision-making processes throughout which was important in assigning ownership of and responsibility for the project to the students, ensuring it reflects their interests and priorities (Bovill, 2020). Two student volunteers worked directly with staff to design and build the website.
How could others implement this idea?
Each student submitted their contribution (we called this their ‘exhibit’) to the website via the VLE. Exhibits included digital artwork, a sculpture (photographs), a printable game, posters and infographics. The brief required that each exhibit was inspired by a popular science text and was accompanied by explanatory written work. Templates for the written work and an assessment rubric were given at the outset, along with very clear guidelines on good digital citizenship including Creative Commons licensing, avoiding plagiarism and infringement of copyright.
MS Forms was used to facilitate student-decision making throughout. They could 1) choose to work alone, in pairs or in groups, 2) choose a book from one of four provided texts or choose their own (approval needed), and 3) decide on the format of e