Incorporating Diversity, Equity and Inclusion Awareness and Knowledge in a First-Semester Organic Chemistry Classroom

Embracing diversity, equity and inclusion (DEI) in the chemistry classroom is crucial for creating an inclusive learning environment that will have a positive effect on student’s learning, success, and hence, retention in science, technology, engineering and mathematics (STEM). As such, a number of DEI approaches have recently been identified to foster awareness and appreciation of DEI into undergraduate chemistry education. However, in addition to creating DEI awareness, studies or educational approaches whereby undergraduate students are being exposed to some basic DEI knowledge are limited. Hence, in this work, three key DEI initiatives were incorporated into a first semester of Organic Chemistry at a primarily undergraduate institution. The first initiative included a weekly 5–10 min DEI video-discussion activity focusing on building awareness and basic knowledge such as DEI terminology, implicit bias, microaggression, gender, and systemic racism in STEM. The profile of several Black scientists as well as women scientists who have changed the world were also highlighted. The second initiative involved the design of five DEI-based extra credit assignments that connected course content (or concepts) with the historical achievements of a diverse set of chemists. Finally, DEI-based bonus questions were incorporated in three term exams as a formal assessment of student’s DEI learning throughout the semester. Pre- and post-DEI-related surveys were conducted, and students’ feedback about their DEI learning experiences were overall largely positive. Student scores and answers on the DEI-based activities were analyzed, and the results indicated an increase in the awareness and basic knowledge of DEI in STEM education.

The author of this article is Rajesh Sunasee.

Full citation: Sunasee, R. (2023). Incorporating Diversity, Equity and Inclusion Awareness and Knowledge in a First-Semester Organic Chemistry Classroom. Journal of Chemical Education, 100(11), 4335–4342. https://doi.org/10.1021/acs.jchemed.3c00528 [open access -- CC-BY 4.0].