Open AccessLinking Chemistry to Community: Integration of Culturally Responsive Teaching into General Chemistry I Laboratory in a Remote Setting
Author(s) -
Angela Winstead,
Pumtiwitt C. McCarthy,
Daria S. Rice,
Grace W. Nyambura
Publication year - 2022
Publication title -
journal of chemical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.499
H-Index - 84
eISSN - 1938-1328
pISSN - 0021-9584
DOI - 10.1021/acs.jchemed.1c00494
Subject(s) - curriculum , health equity , chemistry , service learning , pandemic , equity (law) , medical education , psychology , covid-19 , public health , medicine , political science , pedagogy , nursing , infectious disease (medical specialty) , law , disease , pathology
The COVID-19 pandemic redefined how chemistry laboratories were taught. It also introduced a racial health disparity for Black and Brown people. The General Chemistry I laboratory curriculum at a Historically Black College and University (HBCU) in Baltimore, MD, was redesigned to meet student needs during this challenging time. While surrounded by civil unrest and uncertainty, we wanted to reach our underrepresented students in a way that they felt seen and heard. "The Mystery of Mr. Johnson" series was designed to reinforce the role chemistry can serve in advancing equity in their community. This interconnected series of three experiments (Solutions, Titration, Spectroscopy) developed chemistry laboratory skills which were applied to diabetes, a COVID-19 comorbidity, and health disparity highly prevalent in Baltimore. "The Mystery of Mr. Johnson" series provided opportunities for students to gain exposure to the role of chemistry in addressing a health disparity that impacts their community. The culminating project was a public service announcement to communicate lifestyle changes and the prevalence of diabetes in the black community.