Extending Equity, Access, and Inclusion: An Evolving Multifaceted Approach to Transform a General Chemistry Course at a Large, Flagship, Research Institution

Abstract

Robust efforts to improve equity, access, and inclusion are necessary in STEM gateway courses at the undergraduate level. Here, we describe an ongoing course transformation of an extended general chemistry sequence at a large, flagship, research-intensive institution. This course enrolls a diverse group of students who have limited preparation in math or writing. Many of the students are also from underrepresented or minoritized backgrounds, which lends further urgency to the need for equity-oriented course transformation. The transformation itself utilizes an array of evidence-based practices, such as active learning with Learning Assistants as facilitators in lectures and recitations, frequent low- and moderate-stakes assessments, exam wrappers, and mindset and values-affirmation interventions. We discuss the implementation of these reforms in the context of equity, access, and inclusion, as well as implications for instruction and future research on student outcomes.

A Mixed Methods Study Exploring Students’ Open-Ended Responses about Course Inclusivity in General Chemistry 1

“…Our data seem to indicate that instructors have influence over many factors students report affect their perception of course inclusion in GC1. Some examples may include: (1) use small-group work during class, including using peer leaders (LAs or PLTL leaders), , which encourages students to discuss with and learn from each other; , (2) provide multiple ways for students to communicate with you (e.g., virtual and in-person office hours) and explain the multiple purposes for office hours (or student hour); (3) informally talk with students one-on-one before and after class; (4) create a growth-mindset culture focusing on process and improvement; (5) monitor student participation to encourage a wide variety of voices; and (6) create an environment of respect, openness, and community. ,,− …”

Low-Stakes, Growth-Oriented Testing in Large-Enrollment General Chemistry 1: Formulation, Implementation, and Statistical Analysis

“…Our approach is a "highlystructured" system, which itself can increase equity. 7 Ralph et al 41 have discussed the impact that different question styles can have on the performance of students from underrepresented minority groups. They recommend that General Chemistry assessments increase the fraction of questions that elicit mechanistic reasoning.…”

“…The General Chemistry curriculum, in all its aspects–curriculum, classroom pedagogy, laboratory, and assessments–has been the target of redesign efforts for decades. − Learner-centered pedagogies have been developed in the classroom , e.g., Process Oriented Guided-Inquiry Learning (POGIL), , Peer-led Guided Inquiry, Peer-Lead Team Learning (PLTL), Cooperative Learning, , and flipped classes, and the laboratory, − and they better support student learning than teacher-centered pedagogies …”

Who’s That Scientist? A Scientist Report Writing Assignment for General Chemistry Students

“…Recently, there has been information in the literature − regarding diversity, inclusion, access, and equity in the chemistry curriculum. The subject of cultural relevance and creating personal connections for students within the chemistry classroom is also a matter of discussion in the literature. − The list of scientists currently used for the Scientist Report assignment includes names historically mentioned during a typical general chemistry course.…”