Development of an Infographic Assignment for an Introductory Chemistry Laboratory Curriculum

Abstract

In recent years, pedagogical advancements have allowed the adoption of more engaging forms of course assignments to help students better understand and communicate chemistry. In this context, informational graphics, known as infographics, emerge as an effective teaching aid in educational settings and in disseminating scientific content to the public. This article describes the design of an infographic assignment and its implementation in a first-year chemistry laboratory course at the University of British Columbia’s Okanagan campus. The overarching goal of this assignment was to incorporate the thematic framework of the United Nations Sustainable Development Goals into the laboratory curriculum while encouraging systems thinking and promoting science communication initiatives. The students’ attitudes toward this assignment via submitted self-reflection survey results are also discussed. Our findings reveal an overall positive student experience suggesting the infographic assignments’ ability to foster student engagement and critical thinking skills.