From Gatekeep to Gateway: Reconsidering Active Learning in Terms of Diversity, Equity, and Inclusion

• In Event: Culturally Relevant and Equity-Minded Approaches to Science Teaching and Learning

Abstract

The following study offers recommendations for STEM instructors to consider when endeavoring to foster both active and equitable learning environments for undergraduate students. The IRB-approved study aimed to understand the expectations and preparation of students undertaking an undergraduate, introductory chemistry course and the data was generated through 60 interviews that were 45-60 minutes. The sampled undergraduate chemistry students occupied the following intersecting social and cultural identities: first-generation college students; low-income college students; students with learning disabilities; racial and ethnic historically minoritized students; as well as women and non-binary students. The study identifies many barriers within groupwork, flipped classroom resources, and assessment tools that instructors can learn from to improve their active learning undergraduate classrooms in STEM.

Authors

• Jocelyn Elizabeth Nardo, Stanford University

• Natalie Chapman

• Eli Shi

• Shima Salehi, Stanford University