Equitable and Inclusive Practices Designed to Reduce Equity Gaps in Undergraduate Chemistry Courses
| Autor: | Kimberly Vincent-Layton, Brandilynn Villarreal, Kimberly N. White |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Student population
Evidence-based practice Equity (economics) 010405 organic chemistry Teaching method media_common.quotation_subject Best practice 05 social sciences 050301 education General Chemistry Creativity 01 natural sciences 0104 chemical sciences Education ComputingMilieux_COMPUTERSANDEDUCATION Engineering ethics 0503 education Curriculum Women in chemistry media_common |
| Zdroj: | Journal of Chemical Education. 98:330-339 |
| ISSN: | 1938-1328 0021-9584 |
| DOI: | 10.1021/acs.jchemed.0c01094 |
| Popis: | The adoption of equitable and inclusive teaching strategies in the undergraduate chemistry classroom is essential if equity gaps are to be minimized. Reducing these gaps will foster a diverse talent pool of future chemists to propel creativity and innovation. To cultivate an equitable and inclusive environment, instructors must engage in ongoing critical self-reflection, focus on students’ assets rather than deficits, create a relationship with the student as an individual, use best practices for engaging a diverse student population, and affirm students’ potential as scientists. Evidence-based strategies for successfully implementing transformation in the chemistry classroom and examples used in introductory chemistry courses are provided and discussed. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|