Collaborative Research: Chemistry Education Research through the Lens of Equity, Diversity, and Inclusion Conference

批判性的现代学者认为，基于学科的教育研究（DBER），如化学教育研究（CER），在其理论基础上是有限的，并且侧重于基于赤字的方法。为了促进一个更加公平和包容的科学社区，拥抱和支持来自边缘群体的科学家，项目团队将设计和实施一个虚拟会议，汇集化学教育研究（CER）学者和来自化学和其他领域的多样性，公平和包容（DEI）专家，以提高CER学者开展以DEI实践为中心的研究和教学的能力。本次会议将包括演讲、研讨会和分享会议，以学习、获取工具，并培养学者在研究和教学中实施以公平为中心的实践的能力。为了解决渗透到化学教育领域的DEI关键问题，虚拟会议将包括1)邀请来自各个STEM学科的DEI研究专家进行演讲，2)探索研究方法和确定以DEI为重点的CER的未来方向的工作会议，以及3)分享会议。与会者将反思自己的经历和该领域的气候。与会者将反思研究边缘群体学生的道德问题，了解超越赤字模型框架的研究方法，确定改善该领域环境的变化，并确保边缘群体的学者得到支持。本次会议将包括三个主要支柱：(1)促进以公平原则为中心的化学教育实践；(2)展示DEI原则如何为化学教育研究提供信息；(3)打破学术孤岛，促进跨学科知识共享和技能建设。公平是这些问题的核心，贯穿于所有三个支柱。会议组织者将利用一个社区组织框架和策略来为会议活动的设计提供信息，这些活动将吸引社区成员共同建立能力，在化学教育界制定DEI实践并激励行动。外部评估人员将评估项目的成功，并协助项目团队了解与会者如何使用他们的学习和会议提供的支持来开始打破障碍。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Critical modern scholarship argues that discipline-based education research (DBER), such as chemistry education research (CER), is limited in its theoretical underpinnings and focuses on deficit-based methodologies. To promote a more equitable and inclusive scientific community that embraces and supports scientists from marginalized groups, the project team will design and implement a virtual conference to bring together Chemistry Education Research (CER) scholars and Diversity, Equity, and Inclusion (DEI) experts from within chemistry and other fields to enhance the capacity of CER scholars to carry out research and teaching centered on DEI practices. This conference will include presentations, workshops, and share-out sessions to learn, acquire tools, and build the capacity for scholars to enact equity-centered practices in research and teaching.To address critical DEI issues permeating the chemistry education field, the virtual conference will include 1) presentations by invited DEI research experts from various STEM disciplines, 2) working sessions to explore research methods and identify future directions of DEI-focused CER, and 3) share-out sessions. Participants will reflect on their own experiences and the climate in the field. Attendees will reflect on the ethics of studying students from marginalized groups, learn about research methods that move beyond deficit-model frameworks, and identify changes to improve the climate in the field and to ensure that scholars from marginalized groups are supported. This conference will encompass three main pillars to: (1) promote chemistry education practices centered around equity principles, (2) demonstrate how DEI principles can inform chemistry education research, and (3) break down academic silos to facilitate interdisciplinary knowledge sharing and skill building. Equity is central to these issues and permeates through all three pillars. The conference organizers will utilize a community organizing framework and strategies to inform the design of conference activities that will draw community members together to build capacity to enact DEI practices within the chemistry education community and motivate action. An external evaluator will assess the success of the project and assist the project team in understanding how attendees use their learning and the supports provided by the conference to begin to break down barriers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.