Linking Chemistry to Community: Integration of Culturally Responsive Teaching into General Chemistry I Laboratory in a Remote Setting

Winstead, Angela; McCarthy, Pumtiwitt C.; Rice, Daria S.; Nyambura, Grace W.

doi:10.1021/acs.jchemed.1c00494

Cited by 6 publications

(4 citation statements)

References 30 publications

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“…Typical examples of chemistry courses that have introduced DEI-based activities in the classroom are General Chemistry, ,− Analytical Chemistry, , and Biochemistry with limited studies on DEI-related strategies for undergraduate Organic Chemistry courses, , despite the latter being a popular course for both Chemistry majors and nonmajors. Organic Chemistry course content includes fascinating molecules that can be easily linked with interesting stories to highlight the historical and intellectual achievements of women and chemists of color.…”

Section: Introductionmentioning

confidence: 99%

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

Sunasee

2023

J. Chem. Educ.

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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.

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Section: Introductionmentioning

confidence: 99%

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

Sunasee

2023

J. Chem. Educ.

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“…While the ITBL labs recruited more rank 4 equivalent and female students to this study, the racial demographics were comparable between the two study groups with a slight trend toward more Asian students recruited in the ITBL lab. It is unclear whether students with a longer tenure at the university had more opportunities to experience a positive outside influence on their science identity or whether female and Asian students develop a net stronger science identity as part of racial/gender groups that are overrepresented in pharmaceuticals sciences but underrepresented in pharmacy leadership [ 27 , 28 ]. Although we compared students of similar rank, learners who choose a pharmacy lab course might be at a different place of professional identity formation than learners in a general biology lab course, which may be worth exploring in future studies.…”

Section: Discussionmentioning

confidence: 99%

Inquiry-Team-Based Lab Course Design Enhances Underrepresented Undergraduate Predictors of Persistence in the Sciences

Denton,

Kulesza

2024

Med.Sci.Educ.

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Introduction Persistence in Science, Technology, Engineering, and Mathematics (STEM) may be promoted in underrepresented student populations by implementing an authentic inquiry-team-based learning (ITBL) STEM laboratory course design. Methods Between Spring 2021 and Spring 2022, the research team compared junior and senior undergraduates enrolled in an ITBL-based pharmaceutical science lab course to a comparative student population enrolled in a traditionally designed biology lab course. At the end of either STEM lab course, students completed the experimentally validated Persistence in the Sciences (PITS) survey and an open-ended question asking them to recount a moment that validated or questioned their science identity determined the effect of the ITBL STEM lab course design on factors that may impact underrepresented students’ indicators of science identity formation and persistence in STEM. Results Students taking an ITBL-based pharmaceutical sciences lab course demonstrated higher scores on the persistence in the sciences instrument compared to students in the traditionally designed biology lab. Interestingly, different underrepresented student communities scored differently among the six factors. Multiple mechanisms of validating science identity were cited by students such as through gaining confidence in individualistic laboratory performance, collaborating through learning barriers, and fostering confidence and societal impact in a future career in pharmacy. Conclusion The pharmaceutical sciences ITBL lab offered a collaborative, growth-promoting environment with experiments that are authentic to perspective pharmacists, which resulted in students reporting higher persistence in the sciences scores indicative of feeling like a pharmacist such as project ownership content/emotion, science identity, and networking across various student demographics.

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“…The initial work of the committee prioritized developing a strong foundation of support within the group by practicing transparency, mutual respect, and honesty. Building mutual trust across traditional academic hierarchies has proved to be essential for effective student–faculty–staff partnerships. − The trust within CARAC also set an important tone for both facilitated and open discussions about sensitive topics such as racism, sexism, and other forms of discrimination as they are relevant in higher education. Within the committee, members began by leaving formal titles at the door and referring to one another by first names.…”

Section: Carac Structurementioning

confidence: 99%

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

et al. 2023

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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.

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Linking Chemistry to Community: Integration of Culturally Responsive Teaching into General Chemistry I Laboratory in a Remote Setting

Cited by 6 publications

References 30 publications

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

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

Inquiry-Team-Based Lab Course Design Enhances Underrepresented Undergraduate Predictors of Persistence in the Sciences

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

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