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

Abstract

Persons excluded due to ethnicity or race (PEERs) leave STEM at disproportionate rates; therefore, efforts to engage undergraduate PEERs are critical to creating a diverse STEM workforce. Through a Howard Hughes Medical Institute funded Inclusive Excellence grant (HHMI-IE), the REALISE (REALizing Inclusive Science Excellence) program was developed with the goal to increase student retention and success. As part of this project, an extensive faculty development program, including a backward course design module, workshops on microaggressions and implicit bias, and teamwork training, was created to help faculty implement inclusive pedagogy strategies. There were 33 faculty members who participated in the trainings within faculty learning communities (FLCs) and were further supported with STEM-Education (STEM-Ed) reading groups, faculty mixers, minigrants, and engagement from the Center for Innovative Teaching and Learning (CITL). Evaluation of 10 faculty members' change narratives and reflective prompts revealed that low-stakes opportunities such as STEM-Ed reading groups had the most influence for instituting learner-centered classroom practices, and the workshops on microaggressions and implicit biases prompted faculty to create opportunities to build respectful relationships with students. Here, we share lessons learned from our program evaluation so that others can successfully implement inclusive pedagogy in chemistry.

The Future of Laboratory Chemistry Learning and Teaching Must be Accessible

“…In doing this we would call on learned societies to provide reviews of specific recommendations such as that provided by the Committee for Chemists with Disabilities from the American Chemical Society . Such advice could be built on by also providing templates and examples of risk assessments for example. Institutions provide training around supporting disabled, chronically ill, or neurodivergent students, including training for instructors and teaching assistants . For example, concerning the use of assistance dogs in the laboratory, Ramp et al called for inclusive guidelines for accommodating service dog handlers and raised concerns over “perpetuating negative bias” through the emphasis of “hazards without also emphasizing strategies for hazard minimization and the positive impacts of a more inclusive classroom”.…”

“…50 Such advice could be built on by also providing templates and examples of risk assessments for example. • Institutions provide training around supporting disabled, chronically ill, or neurodivergent students, including training for instructors 51 and teaching assistants. 52 For example, concerning the use of assistance dogs in the laboratory, 53 46,55 This will be achieved by ensuring that chemistry teachers reflect on their learning goals and assessments to be careful that they are not assessing hidden curricula, able-bodiedness, comfort in the learning and assessment environment, culture, belonging and dis-belonging to or in groups etc.…”

“…Institutions provide training around supporting disabled, chronically ill, or neurodivergent students, including training for instructors 51 and teaching assistants. 52 For example, concerning the use of assistance dogs in the laboratory, 53 Ramp et al called for inclusive guidelines for accommodating service dog handlers and raised concerns over “perpetuating negative bias” through the emphasis of “hazards without also emphasizing strategies for hazard minimization and the positive impacts of a more inclusive classroom”.…”

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

“…Recognizing and supporting learners concerning EDI, e.g., through (compulsory) training − or discussion events, can indeed foster an inclusive culture, but can we then incorporate elements of excellent practice from cultures that are not represented as well as adjust what is already offered? All efforts to identify and address issues concerning EDI and the teaching of the Chemical Sciences are essential.…”

Construction of sustainable development professional cluster in private universities based on data mining model

“…In addition, literature [13] conducted a study on ICT professional cluster in Gansu Communication Vocational Technology College and concluded that the construction of professional clusters in higher vocational institutions should be combined with the advantageous platforms of local vocational education groups and curriculum clusters to form their educational characteristics. Literature [14] studied professional cluster construction in Suzhou Higher Vocational School as an example and elaborated the construction ideas, objectives, and contents of professional clusters to achieve the goals of professional cluster development and students' professional skills training. The literature [15] found that specialized secondary schools focused on constructing professional clusters and achieved significant results in improving the fit between talent training and market demand and innovation of talent training mode.…”