The Chemistry Tutorial Program: Looking Backward to Move Forward
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| Název: | The Chemistry Tutorial Program: Looking Backward to Move Forward |
|---|---|
| Jazyk: | English |
| Autoři: | Middlecamp, Catherine Hurt (ORCID |
| Zdroj: | Journal of Chemical Education. Jan 2022 99(1):239-244. |
| Dostupnost: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Datum vydání: | 2022 |
| Druh dokumentu: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Science Instruction, Inclusion, Equal Education, Tutorial Programs, Chemistry, Minority Group Students, Diversity, Barriers |
| DOI: | 10.1021/acs.jchemed.1c00388 |
| ISSN: | 0021-9584 |
| Abstrakt: | Issues of diversity, equity, inclusion, and respect have a history at colleges and universities in the United States. Over 40 years ago, to address these issues at a large public university, the authors created a "tutorial program" (equivalent to a parallel educational system) that enabled a diverse cohort of students to succeed in their general chemistry courses. The authors analyzed the teaching system (e.g., the campus climate, the curriculum, the instructors, the students) for factors that differentially impacted the ability of students to learn and used qualitative research strategies that enabled students to identify their specific learning barriers. Then, they worked collaboratively with students to create social and academic options for effective learning, building community. The result, the Chemistry Tutorial Program for Minority/Disadvantaged students (later renamed as the Chemistry Learning Center), continues to this day. Unfortunately, unresolved issues of diversity, equity, inclusion, and respect continue as well. Looking to the future, the tools of applied research could engage chemistry faculty, chemical education researchers, chemistry students, and other stakeholders to improve student success rates by systematically reducing local learning barriers. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Přístupové číslo: | EJ1326443 |
| Databáze: | ERIC |
Nájsť tento článok vo Web of Science | Abstrakt: | Issues of diversity, equity, inclusion, and respect have a history at colleges and universities in the United States. Over 40 years ago, to address these issues at a large public university, the authors created a "tutorial program" (equivalent to a parallel educational system) that enabled a diverse cohort of students to succeed in their general chemistry courses. The authors analyzed the teaching system (e.g., the campus climate, the curriculum, the instructors, the students) for factors that differentially impacted the ability of students to learn and used qualitative research strategies that enabled students to identify their specific learning barriers. Then, they worked collaboratively with students to create social and academic options for effective learning, building community. The result, the Chemistry Tutorial Program for Minority/Disadvantaged students (later renamed as the Chemistry Learning Center), continues to this day. Unfortunately, unresolved issues of diversity, equity, inclusion, and respect continue as well. Looking to the future, the tools of applied research could engage chemistry faculty, chemical education researchers, chemistry students, and other stakeholders to improve student success rates by systematically reducing local learning barriers. |
|---|---|
| ISSN: | 0021-9584 |
| DOI: | 10.1021/acs.jchemed.1c00388 |