Leveraging Student–Faculty–Staff Partnerships to Implement Inclusive Curricular Reform in Chemistry Education

Abstract

This paper describes the formation and ongoing efforts of a collaborative partnership between students, faculty, and staff within the Chemistry department at Amherst College. Formation of the group was inspired by calls for structural, inclusive, change from students, faculty, and alumni. There are many benefits to collaborating across traditional academic hierarchies, and this report aims to show that these partnerships can help identify avenues for the implementation of inclusive change in STEM departments. The Amherst College Chemistry community agrees that graduates of the Chemistry department should leave the College with a critical understanding of the implications of systemic discrimination as they pertain to chemical research and education; this paper shares organizational methods and strengths, as well as limitations and holistic reflections, of creating spaces for student, staff, and faculty partnership to shape a STEM educational community. A specific outcome of this committee was the creation of a diversity-equity-inclusion (DEI) requirement in the major. We share how CARAC helped the department arrive at this decision and discuss the departmental course, Chemistry in Society, that was developed in response.

Unveiling The Challenges: Building A Genuine Partnership With Indian Universities And Scholars In Overcoming The Problems Of Higher Education In India

“…Curriculum shows a similar pattern with students at 105 versus faculty at 150. This finding aligns with research by Young (2019) whereby faculty tended to be more critical and discerning of curricular aspects compared to student perspectives. Overall, triangulating these varying viewpoints can provide a balanced outlook to redirect institutional efforts.…”