BIO 290A: Being Human in STEM: Chemistry

Abstract: Although the chemical enterprise has provided numerous contributions to humanity, unintended consequences contribute to a disproportionate exposure of hazardous chemicals to certain populations based on race and socioeconomic status. Integrating concepts of social and environmental justice within chemistry curriculum provides an educational framework to help mitigate these impacts by training the next generation of chemists with justice-centered and green chemistry principles to guide their future work. Green and sustainable chemistry technologies can contribute to social equity and environmental justice. However, equity and social justice have only recently become a significant part of the green chemistry conversation. This article summarizes how the authors have explored issues of equity and environmental justice with the green and sustainable chemistry community. It offers a toolbox for college and university instructors containing foundational language, research, and idea-generation that can be used to strengthen the transition of a traditional chemistry curriculum toward a justice-centered one.

The authors argue that case studies prove to be an important and effective tool for engaging STEM students in concepts of diversity, power, and equity directly within courses. Although there is very little literature existing to address and integrate concepts of diversity directly within the curriculum, the case study of the Flint, Michigan water crisis exists as an example. Integrating discussion and deeper understanding of diversity topics is essential in fostering inclusive classrooms. Not only will incorporation of such knowledge allow chemistry students to be introduced to larger socioeconomic and racialized frameworks that are embedded in STEM, but also introduce broader social frameworks that help students develop an individual narrative supporting an inclusive learning environment.

This article addresses advantages and disadvantages regarding the flipped classroom method, including why it works for some students but doesn't for others (particularly first-year non-majors) and ways to make in-class work more comfortable for students. "Numerous papers report that students obtain higher grades in flipped classrooms than in traditional lectures... [but] many flipped classrooms fail to raise students' scores, and when poorly implemented can even disadvantage vulnerable students."