Cultivating Agency through the Chemistry and Biochemistry Curriculum at Spelman College
Cultivating Agency through the Chemistry and Biochemistry Curriculum at Spelman College
复制标题
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：
影响因子：
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通讯作者：
S. S. Johnson
中科院分区：
文献类型：
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作者：
Leyte L. Winfield;L. Hibbard;K. M. Jackson;S. S. Johnson
摘要
个人在劳动力中的种族和族裔代表性与一般人口中的种族和族裔代表性不可比较。2010年，非裔美国人占美国人口的12.6%。然而，2010年，非洲裔美国人在博士学位获得者中所占比例不到5%;非洲裔美国妇女在同年获得的学位中所占比例不到1%。这些令人失望的统计数据引发了关于保留代表性不足群体的讨论，重点是如何帮助确保这些人通过科学，技术，工程和数学（STEM）管道过渡。本章提供了斯佩尔曼学院的学习环境，使非洲裔妇女成为他们的成功代理人，同时促进他们通过STEM管道的运动的要素的见解。本章重点介绍化学和生物化学系开发的干预措施和资源，以促进以学生为中心的学习。本文描述的是辅助课程策略和基于课程的干预措施协同使用，以提高学生的成绩。课程创新的方法是由相关的理论，探究社区（CoI），元认知，代理和自我调节学习。战略性机构投资支持了这些努力。除了提供学生成果的快照外，作者还讨论了沿着从事这类智力工作的现实所吸取的教训，以阐明在其他机构采用类似策略的可行性。
Abstract
The racial and ethnic representation of individuals in the workforce is not comparable to that in the general population. In 2010, African Americans constituted 12.6% of the US population. However, African Americans represented less than 5% of PhD recipients in 2010; African American women comprised less than 1% of the degrees awarded in that same year. These disappointing statistics have sparked conversations regarding the retention of underrepresented groups with a focus on what helps to ensure these individuals will transition through the science, technology, engineering, and mathematics (STEM) pipeline. This chapter provides insight into the elements of the Spelman College learning environment that empower women of African descent to become agents of their success while facilitating their movement through the STEM pipeline. The chapter focuses on interventions and resources developed in the Chemistry and Biochemistry Department to foster student-centered learning. Described herein are cocurricular strategies and course-based interventions are used synergistically to enhance student outcomes. The approach to curricular innovation is framed by theories related to community of inquiry (CoI), metacognition, agency, and self-regulated learning. Strategic institutional investments have underpinned these efforts. In addition to providing a snapshot of student outcomes, the authors discuss lessons learned along with the realities of engaging in this type of intellectual work to elucidate the feasibility of adopting similar strategies at other institutions.
使用 iSpartan 支持以学生为中心的烷烃构象活动
影响因子：
3
作者：
Winfield, Leyte L.;McCormack, Kai;Shaw, Tiana
通讯作者：
Shaw, Tiana