February Ask the Editors Office Hours – Wednesdays, 3 – 4 pm ET, click here to register and access.
March Ask the Editors Office Hours – Thursdays, 12 – 1 pm ET, click here to register and access.
The JCE special issue on diversity, equity, inclusion, and respect will feature research studies, evidence-based practices, and novel approaches that advance these efforts in academic and professional settings within the chemistry classroom and enterprise. The special issue seeks to lay the groundwork for DBER-based DEIR scholarship in chemistry and related sciences and serve as a seminal reference point for work in this area. Of interest are efforts that produce clear outcomes and transformative work within the context of chemistry education. Papers are welcome that consist of theoretical/conceptual frameworks, literature reviews, case studies, and reflective essays that:
-
Advance the understanding of diversity, equity, inclusion, and respect as individual concepts and synergistic terms by examining the most current terminology and its impact in this space.
-
Describe mentoring, teaching, and research methods for studying issues related to DEIR.
-
Examine the impact of various DEIR-related education and training activities on professional practice within the chemistry enterprise. Efforts to establish inclusive classroom environments, increase cultural competence in formal and informal learning spaces, and utilize systems thinking to create wholistic assessment tools are of particular interest.
-
Increase the use and development of course content that is culturally relevant.
-
Share practices to reduce identity-related anxiety for learners and increase learner agency.
-
Characterize counter spaces, advocacy, and support structures in learning work environments.
-
Describe how teaching and learning have been impacted by societal issues characterized by identity-based disparities, discrimination, and other forms of injustice.
-
Describe how the chemistry enterprise can adapt curricula, pedagogies, and learning resources from other disciplines that promote DEIR practices.
-
Describe activities that align with social and environmental justice and how such topics can be incorporated into the curriculum.
-
Create awareness of and propose solutions to disparities in the academic outcomes caused by the COVID-19 pandemic, particularly those that impact students from marginalized populations and underserved communities and those with a low socioeconomic status.
-
Examine how systemic racism, bias, microaggressions, and marginalization impact student outcomes in chemistry classrooms and professional spaces and integrate strategies for interrupting such phenomena.