Promoting Inclusive and Culturally responsive Teaching using Co-classes for General Chemistry
Promoting Inclusive and Culturally responsive Teaching using Co-classes for General Chemistry
复制标题
利用普通化学共同课程促进包容性和文化响应式教学
DOI：
10.1021/acs.jchemed.1c00339
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发表时间：
2021
影响因子：
3
通讯作者：
Velázquez, J. M.*
中科院分区：
文献类型：
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作者：
Ortiz-Rodríguez, J. C.;Brinkman, H.;Nglankong, L.;Enderle, B.*;Velázquez, J. M.*
COVID-19疫情引发的远程教学转变加剧了学生群体中原有的学业差距，加剧了已经经历机会差距的学生的劣势。这项工作介绍了实施在线化学合作类的重点是提供教育和社会支持的第一代，低收入的代表性不足的学生就读于普通化学课程在加州戴维斯大学。与普通化学课程同时提供的共同课程旨在解决远程学习引起的学术差异和孤立期间课堂社区的丧失。联合班的学生在学术上比他们的普通化学课程（10-20 vs 500-600名学生），这有利于他们的参与和学术和社区建设活动的参与较小的设置准备。2020年秋季至2021年春季季度的结果显示，参加CHE 98联合班的学生总体上获得了更高的成绩，其中61%的学生在普通化学课程中获得了C+或更高的成绩，而对照组仅为47%。学生们还认为，拥有一个支持网络是班级的优势之一，并有兴趣再次参加类似的课程。我们的研究结果强调，提供一个具有包容性，文化敏感性和支持性的教育环境可以促进学生社区之间的公平，并对STEM中代表性不足的学生保留产生积极影响。因此，本文讨论的策略可以应用于开发远程和面对面教学环境中的类似课程。
The shift to remote teaching induced by the COVID-19 pandemic has increased pre-existing academic disparities in the student community, augmenting the disadvantages for students who already experience opportunity gaps. This work describes the implementation of an online chemistry co-class focused on providing educational and social support to first-generation, low-income underrepresented students enrolled in a General Chemistry course at the University of California Davis. The co-class offered concurrently with the General Chemistry course aimed to address the academic disparities induced by remote learning and the loss of classroom community during isolation. Students in the co-class were prepared academically in a smaller setup than their General Chemistry course (10–20 vs 500–600 students), which facilitated their engagement and participation in academic and community-building activities. Results from Fall 2020–Spring 2021 quarters show that students who participated in the CHE 98 co-class obtained higher grades in general, where 61% of the students received a C+ or higher in the General Chemistry course, compared to only 47% for the comparison group. Students also identified having a network of support as one of the class’s strengths and had an interest in taking a similar course again. Our results highlight that providing an educational environment that is inclusive, culturally responsive, and supportive could promote equity among the student community and have a positive influence on underrepresented student retention in STEM. Therefore, the strategies discussed herein could be applied to develop analogous courses in remote and in-person teaching environments.