Incorporating Diversity, Equity and Inclusion Awareness and Knowledge in a First-Semester Organic Chemistry Classroom

Abstract

Embracing diversity, equity and inclusion (DEI) in the chemistry classroom is crucial for creating an inclusive learning environment that will have a positive effect on student’s learning, success, and hence, retention in science, technology, engineering and mathematics (STEM). As such, a number of DEI approaches have recently been identified to foster awareness and appreciation of DEI into undergraduate chemistry education. However, in addition to creating DEI awareness, studies or educational approaches whereby undergraduate students are being exposed to some basic DEI knowledge are limited. Hence, in this work, three key DEI initiatives were incorporated into a first semester of Organic Chemistry at a primarily undergraduate institution. The first initiative included a weekly 5–10 min DEI video-discussion activity focusing on building awareness and basic knowledge such as DEI terminology, implicit bias, microaggression, gender, and systemic racism in STEM. The profile of several Black scientists as well as women scientists who have changed the world were also highlighted. The second initiative involved the design of five DEI-based extra credit assignments that connected course content (or concepts) with the historical achievements of a diverse set of chemists. Finally, DEI-based bonus questions were incorporated in three term exams as a formal assessment of student’s DEI learning throughout the semester. Pre- and post-DEI-related surveys were conducted, and students’ feedback about their DEI learning experiences were overall largely positive. Student scores and answers on the DEI-based activities were analyzed, and the results indicated an increase in the awareness and basic knowledge of DEI in STEM education.

A Mixed Methods Study Exploring Students’ Open-Ended Responses about Course Inclusivity in General Chemistry 1

“…Hence, instructors could support these students by implementing evidence-based interventions focused on increasing diverse identities in STEM; e.g., (1) use references and examples in class that include different identities (e.g., gender, race, ethnicity, generational status, etc.) during the course; ,, (2) include scientist spotlights throughout the semester and have students write reflections; , and (3) conduct social-psychological interventions such as value-affirmation tasks and social-belonging reflections …”

“…Hence, instructors could support these students by implementing evidence-based interventions focused on increasing diverse identities in STEM; e.g., (1) use references and examples in class that include different identities (e.g., gender, race, ethnicity, generational status, etc.) during the course; 34,71,72 (2) include scientist spotlights throughout the semester and have students write reflections; 73,74 and (3) conduct social-psychological interventions such as value-affirmation tasks 75 and socialbelonging reflections. 76 Except for Remote-Learning category and subcategories, these categories and definitions were developed in collaboration with a simultaneous study for large introductory STEM courses (biology, chemistry, and physics) at a select private institution with a different distribution of students.…”

Revisiting Chemophobia through a Social Justice Lens

“…Challenging chemophobia requires a multifaceted approach, including critical thinking and scientific literacy; inclusive education, communications, and outreach; and policy change for greater social justice in society. As Arday, Bhambra, and others have articulated, critical thinking is a tool of decolonization; hence, the methods to develop these skills must themselves be inclusive, decolonized, and relevant to their context. − In activities aiming to develop chemical literacy and/or critical thinking, widen the scope beyond purely chemical considerations to consider ethical and social aspects of the topic , e.g., when considering power generation, aspects such as waste disposal, efficiency, changes in demand, and environmental impact could all be considered Facilitate nonjudgmental discussions around chemophobia, critical thinking, and alternative conceptions, where all learners are able to engage and participate , A key aspect of this is to embed teaching scientists and STEMM students about inequities in science and wider society − Use real-world issues as starting points for critical and curious conversations–consider asking what, or who, is missing from the discussion We value the approach taken by Lynda Dunlop and colleagues in amplifying youth voices in the context of climate crisis , If you are conducting research or outreach, consider co-research or participatory research methods, collaborating with colleagues or advisors who have relevant lived experience , e.g., if an outreach activity is aimed at disabled learners, consider conducting a focus group with disabled students to discuss how the activity can be accessible, engaging, and relevant …”

“…Facilitate nonjudgmental discussions around chemophobia, critical thinking, and alternative conceptions, where all learners are able to engage and participate , A key aspect of this is to embed teaching scientists and STEMM students about inequities in science and wider society − …”

“…A key aspect of this is to embed teaching scientists and STEMM students about inequities in science and wider society − …”