Unleashing Our Chemistry Superpowers: Promoting Student Success and Well-Being at a Black Women’s College during COVID-19
Unleashing Our Chemistry Superpowers: Promoting Student Success and Well-Being at a Black Women’s College during COVID-19
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释放我们的化学超能力：在 COVID-19 期间促进黑人女子学院学生的成功和福祉
DOI：
10.1021/acs.jchemed.0c00728
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发表时间：
2020
影响因子：
3
通讯作者：
Rodriguez, Augusto
中科院分区：
文献类型：
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作者：
Johnson, Shanina Sanders;Gaines, Michelle K.;Van Vleet, Mary J.;Jackson, Kimberly M.;Barrett, Cachetne;Camp, Davita;Mancia, Marisela De;Hibbard, Lisa;Rodriguez, Augusto
斯佩尔曼学院（Spelman College）是位于美国乔治亚州亚特兰大市的小型（约2150名学生）黑人女子文理学院，致力于让非洲裔女性成为全球领导者和变革推动者。在2019冠状病毒病大流行以及由此导致的突然和不可预见的校园关闭之后，斯佩尔曼经历了为学生保持高质量课程的压力和紧迫性，同时平衡学生和教师的福祉。这种交流反映了斯佩尔曼化学和生物化学系教师在向紧急远程教学过渡期间实施的教学实践。我们首先描述了最初为期一周的计划阶段，用于将部门过渡到ERI，包括教师通过采用新的学习平台，教学策略和学生学习目标重新设计讲座和实验课程的详细信息。接下来，我们使用由个别教师收集的学生调查数据来反映整个ERI中发生的挑战，机遇和迭代课程重新设计。在ERI期间，学生的福利、参与和适应是该部门特别关注和挑战的问题。然而，通过采用一种“生产性混乱”的精神，该系能够引导其教师的“超级力量”进行教学改革和改造。更重要的是，通过允许学生在COVID-19时期作为独立和有弹性的学习者进行操作，我们发现即使在非常规时期，学生也能应对创造性表达和批评的挑战。
Spelman College, a small (∼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.
通过斯佩尔曼学院的化学和生物化学课程培养能动性
DOI：
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发表时间：
2019
期刊：
Diversity in Higher Education
影响因子：
--
作者：
Leyte L. Winfield;L. Hibbard;K. M. Jackson;S. S. Johnson
通讯作者：
S. S. Johnson