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

Research output: Contribution to journalArticlepeer-review

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 languageEnglish (US)
Pages (from-to)177-184
Number of pages8
JournalJournal of Chemical Education
Volume99
Issue number1
DOIs
StatePublished - 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

  • Chemistry(all)
  • Education

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