This commentary is a call to make the future of chemistry
laboratories
accessible and inclusive. We draw from research and lived experience
to put forward a list of recommendations for laboratory-based teaching.
Our authorial team includes undergraduate and postgraduate chemistry
students, graduate teaching assistants, teaching-focused and traditional
research and teaching academics, and a Diversity Equality Inclusion
(DEI/EDI) academic expert. We all have lived experiences of disability,
chronic illness, neurodivergence, and other marginalizations related
to race, religion, sexuality, or other characteristics. We believe
that laboratory-based chemistry learning environments, teaching, assessment,
and resources should be accessible to all students and staff.
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