Egambaram Orielia, Hilton Kira, Leigh Jennifer, Richardson Robert, Sarju Julia, Slater Anna, Turner Bethan
Department of Chemistry, University of Kent, Canterbury, Kent CT2 7NZ, U.K.
School of Social Policy, and Social Science Research, University of Kent, Canterbury, Kent CT2 7NZ, U.K.
J Chem Educ. 2022 Dec 13;99(12):3814-3821. doi: 10.1021/acs.jchemed.2c00328. Epub 2022 Oct 25.
This commentary is a call to make the future of chemistry laboratories accessible and inclusive. We draw from research and lived experience to put forward a list of recommendations for laboratory-based teaching. Our authorial team includes undergraduate and postgraduate chemistry students, graduate teaching assistants, teaching-focused and traditional research and teaching academics, and a Diversity Equality Inclusion (DEI/EDI) academic expert. We all have lived experiences of disability, chronic illness, neurodivergence, and other marginalizations related to race, religion, sexuality, or other characteristics. We believe that laboratory-based chemistry learning environments, teaching, assessment, and resources should be accessible to all students and staff.
本评论旨在呼吁让化学实验室的未来变得可及且包容。我们借鉴研究成果和实际生活经验，为基于实验室的教学提出一系列建议。我们的作者团队包括化学专业的本科生和研究生、研究生助教、专注于教学的学者以及传统的科研与教学学者，还有一位多元化、平等与包容（DEI/EDI）学术专家。我们都有过与残疾、慢性病、神经多样性以及与种族、宗教、性取向或其他特征相关的其他边缘化经历。我们相信，基于实验室的化学学习环境、教学、评估和资源应该对所有学生和教职员工都是可及的。
