EmmaLee Pallai, Mikaila C. Hoffman, Gabriela S. Schlau-Cohen
{"title":"Values Are More Than Statements: Connecting Actions to Values to Build Inclusive Cultures in Chemistry Research Groups","authors":"EmmaLee Pallai, Mikaila C. Hoffman, Gabriela S. Schlau-Cohen","doi":"10.1021/acs.jchemed.4c00600","DOIUrl":null,"url":null,"abstract":"A diverse scientific community is a strong scientific community. Innovation and progress require varied perspectives. However, achieving and sustaining such a community requires intentionally constructing a more inclusive and equitable space. Inclusive practices for the chemistry classroom exist, but fewer tools are available to support graduate students as they transition from a student identity to a chemist. These tools must reflect and support the diverse needs of scientists as complex individuals at all levels. Here, we present a workshop series that integrates practice and theory across disciplines to provide tools to collaboratively create a shared understanding of values explicitly defined through concrete actions. Defining values and connecting them to actions within a research group can foster an open and inclusive environment, improving the sense of belonging and the performance of all.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Chemical Education","FirstCategoryId":"92","ListUrlMain":"https://doi.org/10.1021/acs.jchemed.4c00600","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CHEMISTRY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
A diverse scientific community is a strong scientific community. Innovation and progress require varied perspectives. However, achieving and sustaining such a community requires intentionally constructing a more inclusive and equitable space. Inclusive practices for the chemistry classroom exist, but fewer tools are available to support graduate students as they transition from a student identity to a chemist. These tools must reflect and support the diverse needs of scientists as complex individuals at all levels. Here, we present a workshop series that integrates practice and theory across disciplines to provide tools to collaboratively create a shared understanding of values explicitly defined through concrete actions. Defining values and connecting them to actions within a research group can foster an open and inclusive environment, improving the sense of belonging and the performance of all.
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.