CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Unleashing our chemistry superpowers: Promoting student success and well-being at a black women's college during covid-19
Tác giả
Johnson S.S.; Gaines M.K.; Van Vleet M.J.; Jackson K.M.; Barrett C.; Camp D.; Mancia M.D.L.; Hibbard L.; Rodriguez A.
Năm xuất bản
2020
Source title
Journal of Chemical Education
Số trích dẫn
14
DOI
10.1021/acs.jchemed.0c00728
Liên kết
Tóm tắt
Spelman College, a small (â 2150 students) Black women's liberal arts college located in Atlanta, GA, USA, is dedicated to empowering women of African descent to become global leaders and change agents. In the wake of the COVID-19 pandemic, and the resulting abrupt and unforeseen campus closure, Spelman experienced pressure and urgency to maintain a high quality curriculum for its students, while balancing student and faculty well-being. This communication is a reflection of the teaching practices that the faculty in Spelman's Department of Chemistry and Biochemistry implemented during the transition to emergency remote instruction (ERI). We first describe the initial week-long planning phase used to transition the Department to ERI, including detailed information on the faculty's efforts to redesign lecture and lab courses via the adoption of new learning platforms, teaching strategies, and student learning objectives. Next, we use student survey data, collected by individual faculty, to reflect on the challenges, opportunities, and iterative course redesign that occurred throughout ERI. Student well-being, engagement, and adaptation were of particular concern and challenge to the Department during ERI. Nevertheless, by embracing a spirit of "productive disorder", the Department was able to channel its faculty "superpowers"toward pedagogical change and transformation. More importantly, by allowing students to operate as independent and resilient learners in the time of COVID-19, we found that students rose to the challenge of creative expression and critique even in unconventional times. Copyright © 2020 American Chemical Society and Division of Chemical Education, Inc.
Từ khóa
Curriculum; Distance Learning; First-Year Undergraduate; General; Minorities in Chemistry; Second-Year Undergraduate; Self Instruction; Student-Centered Learning; Upper-Division Undergraduate; Women in Chemistry
Tài liệu tham khảo
Winfield L.L., Hibbard L.B., Jackson K.M., Johnson S.S., Cultivating Agency through the Chemistry and Biochemistry Curriculum at Spelman College, Broadening Participation in STEM: Methods, Practices, and Programs, 22, pp. 153-181, (2019); Historically Black Colleges and Universities, List of College Rankings, (2020); Strategies for Teaching Chemistry Online, (2020); Pandemic Pedagogy, (2020); Merlot Simulations, (2020); Labster, (2020); The Equilibrium State, (2020); Iodine Clock Kinetics Computer Similation, ChemDemos, (2020); The Ideal Gas Law: Build your own temperature scale, Labster, (2020); Solution Preparation: From salt to solution, Labster, (2020); Titration: Neutralize an acid lake contamination, Labster, (2020); (2020); Spelman College Strategic Plan 2022: Imagine Invent Ascend, (2020); Health Equity Considerations & Racial & Ethnic Minority Groups, Coronavirus Disease 2019 (COVID-19), (2020); Jackson K.M., Winfield L.L., Realigning the Crooked Room: Spelman Claims a Space for African American Women in STEM, Peer Rev.: Emerging Trends Key Debates Undergrad. Educ., 16, pp. 9-12, (2014); Sanders J., Common Data Set 2019-2020, (2020); Reflective Writing, (2020); Winfield L.L., Sanders-Johnson S., Thrill C., Reflecting on Teaching Presence while Transitioning to Remote Instruction, Sci. Educ. Civic Engage. Int. J., (2020); Phillips M., Harward D.W., Well-Being and Higher Education: A Strategy for Change and the Realization of Education's Greater Purposes, pp. 185-188, (2016)
Nơi xuất bản
American Chemical Society
Hình thức xuất bản
Article
Open Access
All Open Access; Bronze Open Access
Nguồn
Scopus