Sign Language Incorporation in Chemistry Education (SLICE): Building a Lexicon to Support the Understanding of Organic Chemistry

Clark, Kendal; Sheikh, Asma; Swartzenberg, Jennifer; Gleason, Ashley; Cummings, Cody; Dominguez, Jonathan; Mailhot, Michelle; Collison, Christina G.

doi:10.1021/acs.jchemed.0c01368

Cited by 15 publications

(8 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Typical examples of chemistry courses that have introduced DEI-based activities in the classroom are General Chemistry, ,− Analytical Chemistry, , and Biochemistry with limited studies on DEI-related strategies for undergraduate Organic Chemistry courses, , despite the latter being a popular course for both Chemistry majors and nonmajors. Organic Chemistry course content includes fascinating molecules that can be easily linked with interesting stories to highlight the historical and intellectual achievements of women and chemists of color.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Diversity, Equity and Inclusion Awareness and Knowledge in a First-Semester Organic Chemistry Classroom

Sunasee

2023

J. Chem. Educ.

View full text Add to dashboard Cite

Embracing diversity, equity and inclusion (DEI) in the chemistry classroom is crucial for creating an inclusive learning environment that will have a positive effect on student’s learning, success, and hence, retention in science, technology, engineering and mathematics (STEM). As such, a number of DEI approaches have recently been identified to foster awareness and appreciation of DEI into undergraduate chemistry education. However, in addition to creating DEI awareness, studies or educational approaches whereby undergraduate students are being exposed to some basic DEI knowledge are limited. Hence, in this work, three key DEI initiatives were incorporated into a first semester of Organic Chemistry at a primarily undergraduate institution. The first initiative included a weekly 5–10 min DEI video-discussion activity focusing on building awareness and basic knowledge such as DEI terminology, implicit bias, microaggression, gender, and systemic racism in STEM. The profile of several Black scientists as well as women scientists who have changed the world were also highlighted. The second initiative involved the design of five DEI-based extra credit assignments that connected course content (or concepts) with the historical achievements of a diverse set of chemists. Finally, DEI-based bonus questions were incorporated in three term exams as a formal assessment of student’s DEI learning throughout the semester. Pre- and post-DEI-related surveys were conducted, and students’ feedback about their DEI learning experiences were overall largely positive. Student scores and answers on the DEI-based activities were analyzed, and the results indicated an increase in the awareness and basic knowledge of DEI in STEM education.

show abstract

Section: Introductionmentioning

confidence: 99%

Incorporating Diversity, Equity and Inclusion Awareness and Knowledge in a First-Semester Organic Chemistry Classroom

Sunasee

2023

J. Chem. Educ.

View full text Add to dashboard Cite

show abstract

“…Brazilian Journal of Development, Curitiba, v.9, n.3, p. 10567-10578, mar., 2023 growth of research on inclusive strategies has been observed in the literature 28,29,[38][39][40][41][42][43][44][45][46][47]30,[48][49][50][31][32][33][34][35][36][37] ; however, there needs to be more illustrative models to guide students and teachers, which is where TBM comes into play.…”

Section: Tbm As a New Shape Of Chemical Educationmentioning

confidence: 99%

Triangular bipyramid metaphor (TBM), an imagetic representation for the awareness of inclusion in chemical education (ICE)

Júnior¹

2023

Braz. J. Develop.

View full text Add to dashboard Cite

Given the urgent needs we face regarding Inclusion in Chemical Education (ICE), it is ever more evident that teachers worldwide need new perspectives to provide solutions for a more accessible, critical, and assistive education process. This work aims to propose a new pictorial representation, the Triangular Bipyramid Metaphor (TBM), for the awareness of Inclusion in Chemical Education (ICE). This new metaphor is depicted as a having a triangular bipyramidal shape with five levels of instruction: (1) symbolic or representational, (2) sub-microscopic or model, (3) macroscopic or phenomenological, (4) human aspect or context, and (5) inclusion. In short, TBM was created as a new perspective of the Mahaffy’s metaphor for working with students and the public. We hope that TBM could be useful for creating and developing novel solutions through interdisciplinary and comprehensive collaborations, providing new resources for ICE.

show abstract

“…Over the years, colleges and universities have taken various approaches to better understand and meet the needs of students with marginalized or underrepresented socioeconomic and cultural identities. − Despite efforts to diversify faculty and student populations, representation remains a primary issue outside of historically Black colleges and universities (HBCUs). − Observable changes in racial diversity may contribute to an increased sense of belonging and student satisfaction, but some experiences of exclusion and marginalization cannot be redressed by institution-wide policies. ,− Students arrive on campus already carrying adverse childhood experiences, varying access to educational opportunities, and unpredictable prior relationships with academic mentors. ,,, These factors are known to affect student self-efficacy and, subsequently, students’ likelihood of success in higher education. Mainstream acknowledgment of the impact of these factors is supported by the shift away from SAT, ACT, and other standardized exams as predictors of student collegiate success. − Harmful experiences for marginalized students, staff, and faculty also persist on our campuses, including experiences of tokenization, microaggressions, − race-lighting, , and other covert forms of racism. These individuals are susceptible to racial battle fatigue, ,− a condition characterized by the accumulation of stress over time from frequent overt and implicit forms of discrimination.…”

Section: Intersection Of Education and Social Justicementioning

confidence: 99%

Leveraging Student–Faculty–Staff Partnerships to Implement Inclusive Curricular Reform in Chemistry Education

et al. 2023

View full text Add to dashboard Cite

This paper describes the formation and ongoing efforts of a collaborative partnership between students, faculty, and staff within the Chemistry department at Amherst College. Formation of the group was inspired by calls for structural, inclusive, change from students, faculty, and alumni. There are many benefits to collaborating across traditional academic hierarchies, and this report aims to show that these partnerships can help identify avenues for the implementation of inclusive change in STEM departments. The Amherst College Chemistry community agrees that graduates of the Chemistry department should leave the College with a critical understanding of the implications of systemic discrimination as they pertain to chemical research and education; this paper shares organizational methods and strengths, as well as limitations and holistic reflections, of creating spaces for student, staff, and faculty partnership to shape a STEM educational community. A specific outcome of this committee was the creation of a diversity-equity-inclusion (DEI) requirement in the major. We share how CARAC helped the department arrive at this decision and discuss the departmental course, Chemistry in Society, that was developed in response.

show abstract

Sign Language Incorporation in Chemistry Education (SLICE): Building a Lexicon to Support the Understanding of Organic Chemistry

Cited by 15 publications

References 28 publications

Incorporating Diversity, Equity and Inclusion Awareness and Knowledge in a First-Semester Organic Chemistry Classroom

Incorporating Diversity, Equity and Inclusion Awareness and Knowledge in a First-Semester Organic Chemistry Classroom

Triangular bipyramid metaphor (TBM), an imagetic representation for the awareness of inclusion in chemical education (ICE)

Leveraging Student–Faculty–Staff Partnerships to Implement Inclusive Curricular Reform in Chemistry Education

Contact Info

Product

Resources

About