Storytelling for Social Justice and Engagement: A Materials Science Class

Abstract

The biographical stories of scientists and engineers, particularly those from historically excluded groups, have been integrated into the curriculum for a materials science course. The goal is to help students connect and relate to the scientific content, while opening the door to conversations about social justice in the virtual classroom. We have covered scientists including James Parsons, Hiroshi Amano, Evelyn Roberts, Wallace Carothers, Walter Hardenberg, and Max Liboiron. Furthermore, the technical information covered in the course has been contextualized by facilitating discussions on the history of certain raw material extraction and its ties to racism, colonialism, and the atrocities that result from these practices. This course was tailored to operate in an online setting by telling the stories of these scientists during lecture, and then asking students to express their learning through informal discussions and written reflections. This methodology encouraged conversations about inclusion and the role scientists must play as they consider both their work and the world around them, and students reported higher engagement and understanding between the technical science and the stories.

‘Scientists Like Me’: Using Culturally Relevant Information Literacy Instruction to Foster Student STEM Identity

“…Materials that emphasize the prosocial value of science increase persistence in STEM disciplines for both URM and women (Allen et al, 2015;Boucher et al, 2017;Brown et al, 2015;Clark et al, 2016;Ford et al, 2021;Garibay, 2015;Jackson et al, 2016;McGee & Bentley, 2017;Smith et al, 2014;Steinberg & Diekman, 2018). In the context of chemistry education, green chemistry, environmental justice, and health equity have proven to be effective lenses to illustrate the connection between science and sociocultural issues (Ali et al, 2020;Astrof & Horowitz, 2018;Buckley & Fahrenkrug, 2020;Chamany, 2006;Gerdon, 2020;Hollond et al, 2021;Lane et al, 2023;Lasker & Brush, 2019;Posey & Lavik, 2021). In these examples, students experienced positive affirmation of their STEM identity, seeing themselves as members within a group that aligns with their prosocial values and motivations.…”

Unlocking the potential of polymeric desalination membranes by understanding molecular-level interactions and transport mechanisms

“…[152][153][154][155] Successful consideration of how water challenges affect communities requires thoughtfully communicating findings to inform the public and building an understanding of concerns from communities with diverse political, cultural, religious, ethnic, and environmental perspectives. 156 Finally, we must consider how the structure of colonialism encourages inequalities to persist and think critically about how scientific advancement changes society in unintended ways so that we can work toward a more habitable world for all. 157…”

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.…”