<br/>This presentation highlights the ongoing work at The College of New Jersey on inclusive excellence in the chemistry classroom. TCNJ is a public institution nationally recognized for its commitment to inclusive teaching pedagogies. Over the past ten years the inorganic chemistry curriculum has changed to target student success. This progress is a direct result in shifting the culture of our faculty to embrace a training model for students and developing inclusive classrooms using high structure and interventions. This theory of change model emphasizes mechanisms for faculty to depart from traditional pedagogy to become experimentalist teachers who use evidence-based practices and data to support student success. In this model, the focus is on systemic and structural changes to create inclusive excellence in the classroom. Our expertise in creating inclusive classrooms leads to reflection, adjustment, and experimentation in our curriculum. We have used this model to improve the inorganic chemistry curriculum at TCNJ which has resulted in a more inclusive class with increased student success. Discussed herein are the strategies that have been used in inorganic chemistry including 1) use of course-based undergraduate research experiences (CUREs) in the laboratory so that every major regardless of background can have an authentic research experience before graduation, 2) use of active learning strategies and structure to better engage students in and out of the classroom, 3) use of cues linked to specific practice opportunities and 4) providing chances for students to fail, recover, and reflect. These interventions better engage students, enhance student success, and support a more diverse population of students to build lifelong chemistry skills.

Building an inclusive inorganic chemistry classroom

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.