4.5 Article

Flipping the Thinking on Equality, Diversity, and Inclusion. Why EDI Is Essential for the Development and Progression of the Chemical Sciences: A Case Study Approach

相关参考文献

注意:仅列出部分参考文献,下载原文获取全部文献信息。
Article Chemistry, Multidisciplinary

A Resource to Support Decolonization of the Undergraduate Chemistry Curriculum

Kelechi O. Uleanya et al.

Summary: In our taught chemistry curricula, most of the historical figures used to illustrate chemistry topics are white, western chemists. Decolonizing the undergraduate chemistry curricula is seen as an important step towards creating a more inclusive higher education environment for students from marginalized ethnic backgrounds. This resource provides accessible examples of scientists from different cultures that can be used to teach chemistry and serve as role models, offering a significant contribution to educators working towards decolonizing their curricula.

JOURNAL OF CHEMICAL EDUCATION (2023)

Editorial Material Multidisciplinary Sciences

CHEMISTRY REACTS TO CHANGE

Katharine Sanderson

Summary: The University of York's efforts to decolonize chemistry education have valuable lessons for other chemistry educators.

NATURE (2023)

Review Education & Educational Research

A review of postcolonial and decolonial science teaching approaches for secondary school from a European perspective

Lilith Rueschenpoehler

Summary: This paper analyzes the current state of postcolonial and decolonial science teaching, with a focus on the European context, through a systematic review of literature. The study reveals that the current view on postcolonial science teaching is limited to former colonies only. A total of 227 articles published between 2013 and 2022 were analyzed, with 43 articles selected for the sample. The main theme identified in the analysis is the integration of Indigenous knowledge systems and Western science in the classroom. Interestingly, the absence of de-/postcolonial approaches from European countries suggests a lack of decolonization in science education.

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (2023)

Article Chemistry, Multidisciplinary

Decolonizing the Undergraduate Chemistry Curriculum: An Account of How to Start

Caroline E. H. Dessent et al.

Summary: This commentary describes the efforts made towards decolonizing and diversifying the undergraduate chemistry curriculum in the Physical Sciences faculty, where discussions on this topic are relatively rare. The authors discuss the significance of decolonizing chemistry and provide insights into different strategic approaches that can be followed.

JOURNAL OF CHEMICAL EDUCATION (2022)

Article Chemistry, Multidisciplinary

Improving the Equity of Undergraduate Practical Laboratory Chemistry: Incorporating Inclusive Teaching and Accessibility Awareness into Chemistry Graduate Teaching Assistant Training

Julia P. Sarju et al.

Summary: This article describes the design, delivery, and evaluation of a workshop, along with the development of resources, to incorporate equality, diversity, and inclusion principles into Graduate Teaching Assistants (GTAs) training. Analysis of group discussions provided valuable insights into participants' perceptions of inclusive teaching, their learning experiences, and examples of teaching practices.

JOURNAL OF CHEMICAL EDUCATION (2022)

Article Chemistry, Multidisciplinary

What Makes a Professional Chemist? Embedding Equality, Diversity, and Inclusion into Chemistry Skills Training for Undergraduates

Leonie C. Jones et al.

Summary: This article describes the introduction of an online undergraduate EDI training workshop and discusses its goals, design, and evaluation results. The importance of integrating EDI training into compulsory courses is emphasized, and the materials and resources are made available for other institutions to use.

JOURNAL OF CHEMICAL EDUCATION (2022)

Article Chemistry, Multidisciplinary

Understanding STEM Instructors' Experiences with and Perceptions of Deaf and Hard-of-Hearing Students: The First Step toward Increasing Access and Inclusivity

Makayla R. Long et al.

Summary: This study explores the challenges STEM instructors face in understanding the needs of D/HH students and accessing support resources. Findings indicate that instructors have limited knowledge and experience with the D/HH community, feel unsupported, and lack awareness of how to access resources to support these students effectively.

JOURNAL OF CHEMICAL EDUCATION (2022)

Article Chemistry, Multidisciplinary

Faculty Professional Development on Inclusive Pedagogy Yields Chemistry Curriculum Transformation, Equity Awareness, and Community

Sarah A. Kennedy et al.

Summary: Through the HHMI-IE funded REALISE program, faculty members were trained and supported to increase the retention and success of undergraduate PEERs in STEM education. Low-stakes opportunities such as learning communities, reading groups, and workshops had a significant impact on implementing learner-centered classroom practices and building respectful relationships with students.

JOURNAL OF CHEMICAL EDUCATION (2022)

Article Chemistry, Multidisciplinary

Facilitating Discussions of Equity, Diversity, and Inclusion through an Open Conversational Format: Graduate Students' Perspectives

Fariha Mahmood et al.

Summary: The Conversation Series is a grassroots initiative organized by the Department of Chemistry and Chemical Biology at McMaster University, aimed at promoting discussions on equity, diversity, and inclusion. These monthly virtual events invite attendees to engage with subject-matter experts to discuss specific topics and promote more inclusive practices. Initial observations suggest a positive response and have led to an increase in EDI-enhancement initiatives within the department.

JOURNAL OF CHEMICAL EDUCATION (2022)

Article Chemistry, Multidisciplinary

Leveraging an App to Support Students with Color-Vision Deficiency and Color-Blindness in Online General Chemistry Laboratories

Casey Elizabeth Wright

Summary: This article describes the adaptation of a smartphone app called Color Blind Pal to assist students in completing online laboratory assignments in a general chemistry course. The app enables students with color-vision deficiencies or color-blindness to make color observations and allows instructors to simulate color-vision deficiencies when designing curricula.

JOURNAL OF CHEMICAL EDUCATION (2022)

Article Chemistry, Multidisciplinary

Open-Source, Tactile 3D Printed Interlockable Tiles Incorporating Valency, Bonding, and Hybridization for Molecular Representation for Sighted and Visually Impaired Students

Ishu Singhal et al.

Summary: Learning to write chemical formulas of compounds is essential in studying chemistry, but visually impaired students face difficulties in understanding molecular arrangements. The use of 3D printing technology provides a solution to enhance learning by creating interactive models with Braille and print notation. These models ensure correct arrangement and representation of elements through a lock-and-key design based on bonding electrons and include the concept of hybridization for enhanced learning.

JOURNAL OF CHEMICAL EDUCATION (2022)

Article Chemistry, Multidisciplinary

The Chemistry Teaching Laboratory: A Sensory Overload Vortex for Students and Instructors?

Aishling Flaherty

Summary: Engaging in laboratory practical activities, developing laboratory practical skills, and wearing laboratory protective equipment are essential components of chemistry education. However, the sensory overload issues that can arise in the laboratory environment may make it challenging for some students to learn and understand chemical concepts.

JOURNAL OF CHEMICAL EDUCATION (2022)

Article Chemistry, Multidisciplinary

The Future of Laboratory Chemistry Learning and Teaching Must be Accessible

Orielia Egambaram et al.

Summary: This commentary calls for the accessibility and inclusivity of chemistry laboratories in the future and provides recommendations for laboratory-based teaching, aiming to ensure that it is accessible to all students and staff.

JOURNAL OF CHEMICAL EDUCATION (2022)

Article Chemistry, Multidisciplinary

Embracing Neurodiversity by Increasing Learner Agency in Nonmajor Chemistry Classes

Beatrix Budy

Summary: In this work, the focus is on neurodiversity, a newly defined facet of diversity. The study discusses the challenges faced by neurodivergent students in chemistry classes and emphasizes increasing learner agency to create an inclusive class experience. The premise that neurodiversity is supported by a well-structured, learner-driven class experience is validated through data from student-teacher interactions, surveys, and course evaluations.

JOURNAL OF CHEMICAL EDUCATION (2021)

Review Chemistry, Multidisciplinary

Tactile Models for the Visualization, Conceptualization, and Review of Intermolecular Forces in the College Chemistry Classroom

Deborah C. Bromfield Lee et al.

Summary: The authors discuss the construction and use of tactile models for demonstrating intermolecular forces. These models are designed to encourage students to compare and contrast different types of intermolecular forces and understand their relationship with physical properties of molecules. The handheld models promote multisensory learning and can be used in various levels of chemistry classrooms.

JOURNAL OF CHEMICAL EDUCATION (2021)

Article Chemistry, Multidisciplinary

QR Code Labels and Audio Commentaries for Commonly Used Chemistry Laboratory Apparatus: An Assisted Learning Experience for Visually Impaired Students

Rajeev B. Dabke et al.

Summary: This study utilized QR code technology to introduce chemistry laboratory apparatus to visually impaired students, providing assisted learning experience through audio commentaries, enhancing their sense of inclusion in the laboratory environment.

JOURNAL OF CHEMICAL EDUCATION (2021)

Article Multidisciplinary Sciences

Insights from training a blind student in biological sciences

Rethabile Tekane et al.

Summary: There is a lack of published studies in South Africa on successful teaching and learning strategies for students with blindness and low vision in the natural sciences. The success of John in completing his bachelor's degree was attributed to factors such as dedicated tutors, a well-resourced Disability Unit, accommodating lecturers, and John's commitment towards learning.

SOUTH AFRICAN JOURNAL OF SCIENCE (2021)

Article Rehabilitation

Effects of assistive technology for students with reading and writing disabilities

Idor Svensson et al.

Summary: Assistive technology can have positive effects on students with severe reading disabilities, especially for those facing the most challenges. While there was no significant difference in progress between the intervention and control groups within one year, assistive technology appears to enhance reading ability and overall motivation for learning.

DISABILITY AND REHABILITATION-ASSISTIVE TECHNOLOGY (2021)

Article Chemistry, Multidisciplinary

Practical science at home in a pandemic world

Daren J. Caruana et al.

NATURE CHEMISTRY (2020)

Editorial Material Chemistry, Multidisciplinary

Evidence for the Importance of Laboratory Courses

Stacey Lowery Bretz

JOURNAL OF CHEMICAL EDUCATION (2019)

Article Education & Educational Research

Meeting important educational goals for chemistry through service-learning

Joyce D. Sewry et al.

CHEMISTRY EDUCATION RESEARCH AND PRACTICE (2018)

Article Computer Science, Interdisciplinary Applications

Listen to the models: Sonified learning models for people who are blind

Orly Lahav et al.

COMPUTERS & EDUCATION (2018)

Article Biochemical Research Methods

NavMol 3.0: enabling the representation of metabolic reactions by blind users

Yuri Binev et al.

BIOINFORMATICS (2018)

Article Chemistry, Multidisciplinary

Interlocking Toy Building Blocks as Hands-On Learning Modules for Blind and Visually Impaired Chemistry Students

Samuel Melaku et al.

JOURNAL OF CHEMICAL EDUCATION (2016)

Article Chemistry, Multidisciplinary

Adapting Advanced Inorganic Chemistry Lecture and Laboratory Instruction for a Legally Blind Student

John R. Miecznikowski et al.

JOURNAL OF CHEMICAL EDUCATION (2015)

Article Chemistry, Multidisciplinary

Implementation of Protocols To Enable Doctoral Training in Physical and Computational Chemistry of a Blind Graduate Student

Mona S. Minkara et al.

JOURNAL OF CHEMICAL EDUCATION (2015)

Article Chemistry, Multidisciplinary

Making Hands-On Science Learning Accessible for Students Who Are Blind or Have Low Vision

Cary A. Supalo et al.

JOURNAL OF CHEMICAL EDUCATION (2014)

Article Chemistry, Multidisciplinary

Offering Community Engagement Activities To Increase Chemistry Knowledge and Confidence for Teachers and Students

Joyce D. Sewry et al.

JOURNAL OF CHEMICAL EDUCATION (2014)

Article Multidisciplinary Sciences

Using narratives and storytelling to communicate science with nonexpert audiences

Michael F. Dahlstrom

PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA (2014)

Article Chemistry, Multidisciplinary

The Implementation of a Service-Learning Component in an Organic Chemistry Laboratory Course

Sarah R. Glover et al.

JOURNAL OF CHEMICAL EDUCATION (2013)

Article Chemistry, Multidisciplinary

Adaptive Instructional Aids for Teaching a Blind Student in a Nonmajors College Chemistry Course

Debra Boyd-Kimball

JOURNAL OF CHEMICAL EDUCATION (2012)

Article Chemistry, Multidisciplinary

Applied Computational Chemistry for the Blind and Visually Impaired

Henry B. Wedler et al.

JOURNAL OF CHEMICAL EDUCATION (2012)

Editorial Material Chemistry, Multidisciplinary

MOLinsight: A Web Portal for the Processing of Molecular Structures by Blind Students

Florbela Pereira et al.

JOURNAL OF CHEMICAL EDUCATION (2011)