Using Diverse, Equitable, and Inclusive Course Content to Improve Outcomes in a Chemistry Course for Nonmajors

Autor/in	Livezey, Mara R.
Titel	Using Diverse, Equitable, and Inclusive Course Content to Improve Outcomes in a Chemistry Course for Nonmajors
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.346-352 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Livezey, Mara R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00433
Schlagwörter	Chemistry; Science Instruction; Nonmajors; Outcomes of Education; Engineering Education; Majors (Students); Teaching Methods; Diversity; Equal Education; Inclusion; Minority Group Students; STEM Education; LGBTQ People; Females; American Indian Students; African American Students; Course Content; Case Studies; Science and Society; Drug Therapy; Relevance (Education); Student Attitudes; Undergraduate Students + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernleistung; Schulerfolg; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; STEM; Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Kursprogramm; Case study; Fallstudie; Case Study; Relevance; Relevanz; Schülerverhalten
Abstract	Diversity, equity, and inclusion (DEI) practices are a hallmark of high-impact pedagogy. Such practices are common in discussions regarding the retention of all students in STEM, but especially those with identities such as Black, Indigenous, persons of color, female, and LGBTQIA+. However, the extent to which DEI-framed content improves alignment to course learning outcomes in courses designed for students who are not science and engineering majors is not thoroughly understood. DEI-inspired course content, including de-emphasizing Eurocentric representations of science and case studies connecting science to society, were leveraged in a course entitled Chemistry in Society: How Drugs Work. These techniques resulted in improvement in student alignment to course outcomes for both science and engineering majors and nonmajors, as assessed by an instrument probing the relevance of science to everyday life, the understandability of science, and specific course-related outcomes. (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