The Chemistry Tutorial Program: Looking Backward to Move Forward

Autor/inn/en	Middlecamp, Catherine Hurt; Kean, Elizabeth
Titel	The Chemistry Tutorial Program: Looking Backward to Move Forward
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.239-244 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Middlecamp, Catherine Hurt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00388
Schlagwörter	College Students; Science Instruction; Inclusion; Equal Education; Tutorial Programs; Chemistry; Minority Group Students; Diversity; Barriers + Suchen Sie Ihr Suchwort? Collegestudent; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inklusion; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Chemie
Abstract	Issues of diversity, equity, inclusion, and respect have a history at colleges and universities in the United States. Over 40 years ago, to address these issues at a large public university, the authors created a "tutorial program" (equivalent to a parallel educational system) that enabled a diverse cohort of students to succeed in their general chemistry courses. The authors analyzed the teaching system (e.g., the campus climate, the curriculum, the instructors, the students) for factors that differentially impacted the ability of students to learn and used qualitative research strategies that enabled students to identify their specific learning barriers. Then, they worked collaboratively with students to create social and academic options for effective learning, building community. The result, the Chemistry Tutorial Program for Minority/Disadvantaged students (later renamed as the Chemistry Learning Center), continues to this day. Unfortunately, unresolved issues of diversity, equity, inclusion, and respect continue as well. Looking to the future, the tools of applied research could engage chemistry faculty, chemical education researchers, chemistry students, and other stakeholders to improve student success rates by systematically reducing local learning barriers. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01