Moving Toward Inclusivity in Chemistry by Developing Data-Based Instructional Tasks Aimed at Increasing Students' Self-Perception as Capable Learners Who Belong in STEM

Carmen Bustos-Works; Jennifer Whiles Lillig; Chase Clark; Paul Daubenmire; Jennifer Claesgens; Alexis Shusterman; Cory Antonakos; Erin Palmer; Ellen D. Beaulieu; Angelica M. Stacy; Michelle Douskey; Hien D. Nguyen

doi:10.1021/acs.jchemed.1c00366

Moving Toward Inclusivity in Chemistry by Developing Data-Based Instructional Tasks Aimed at Increasing Students' Self-Perception as Capable Learners Who Belong in STEM

Carmen Bustos-Works, Jennifer Whiles Lillig, Chase Clark, Paul Daubenmire, Jennifer Claesgens, Alexis Shusterman, Cory Antonakos, Erin Palmer, Ellen D. Beaulieu, Angelica M. Stacy, Michelle Douskey, Hien D. Nguyen

Science Teaching & Learning, Center for (CSTL)

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

The overall goal of our work is to disrupt pervasive narratives and misplaced assessments of what defines scientific brilliance, specifically in the introductory chemistry classroom. The traditional design of science, technology, education, and math (STEM) courses perpetuates the narrow view that intelligence is characterized by innate talent, knowing lots of information, and being quick and correct. This view disproportionately impacts students historically underserved in STEM. The Chem Avengers aim to transform chemistry education into an inclusive practice where all learners can thrive. The work reported here is focused on creating and implementing group-worthy tasks that support equitable participation. These tasks center around sorting, using, and making sense of data, trends, and patterns.

Original language	English (US)
Pages (from-to)	177-184
Number of pages	8
Journal	Journal of Chemical Education
Volume	99
Issue number	1
DOIs	https://doi.org/10.1021/acs.jchemed.1c00366
State	Published - Jan 11 2022

Keywords

Broadening Participation
Collaborative/Cooperative Learning
Curriculum
First-Year Undergraduate/General
General Public
Inclusive Teaching
Inquiry-Based/Discovery Learning
Minorities in Chemistry
Problem Solving/Decision Making
Student-Centered Learning

ASJC Scopus subject areas

General Chemistry
Education

Access to Document

10.1021/acs.jchemed.1c00366

Cite this

Bustos-Works, C., Whiles Lillig, J., Clark, C., Daubenmire, P., Claesgens, J., Shusterman, A., Antonakos, C., Palmer, E., Beaulieu, E. D., Stacy, A. M., Douskey, M., & Nguyen, H. D. (2022). Moving Toward Inclusivity in Chemistry by Developing Data-Based Instructional Tasks Aimed at Increasing Students' Self-Perception as Capable Learners Who Belong in STEM. Journal of Chemical Education, 99(1), 177-184. https://doi.org/10.1021/acs.jchemed.1c00366

Moving Toward Inclusivity in Chemistry by Developing Data-Based Instructional Tasks Aimed at Increasing Students' Self-Perception as Capable Learners Who Belong in STEM. / Bustos-Works, Carmen; Whiles Lillig, Jennifer; Clark, Chase et al.
In: Journal of Chemical Education, Vol. 99, No. 1, 11.01.2022, p. 177-184.

Research output: Contribution to journal › Article › peer-review

Bustos-Works, C, Whiles Lillig, J, Clark, C, Daubenmire, P, Claesgens, J, Shusterman, A, Antonakos, C, Palmer, E, Beaulieu, ED, Stacy, AM, Douskey, M & Nguyen, HD 2022, 'Moving Toward Inclusivity in Chemistry by Developing Data-Based Instructional Tasks Aimed at Increasing Students' Self-Perception as Capable Learners Who Belong in STEM', Journal of Chemical Education, vol. 99, no. 1, pp. 177-184. https://doi.org/10.1021/acs.jchemed.1c00366

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Moving Toward Inclusivity in Chemistry by Developing Data-Based Instructional Tasks Aimed at Increasing Students' Self-Perception as Capable Learners Who Belong in STEM

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

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