It has been suggested that as the nation seeks to strengthen its stance in STEM, it must leverage the talents of all citizens including underrepresented minorities (URMs) and women. This symposium will focus on impactful teaching and learning support strategies that lead to measurable academic success among diverse populations throughout the undergraduate chemistry curriculum, with primary focus being on the first and second year chemistry courses. Chemical educators will present their experiences regarding course design, content delivery methods (traditional, flipped, web-enhanced, blended, etc.), and in-class activities that promote critical thinking, skill development, and concept mastery. Best practices will be shared regarding the use of educational technology tools, team and inquiry-based learning strategies, and web-based resources. Models for measuring the impact of these strategies and assessment data on student learning outcomes and retention will be presented. In addition, educators will discuss the impact of strategies on self-guided learning and self-efficacy
Presider: Leyte Winfield, Spelman College
Related Papers Introduction (2:00 pm to 2:05 pm)
P901: Strategies for success in chemistry at Xavier University of Louisiana (2:05 pm to 2:25 pm)
P902: Undergraduate research as a tool to increase diversity in the chemical sciences (2:25 pm to 2:45 pm)
P903: Using blended classroom strategies in general chemistry (2:45 pm to 3:05 pm)
P904: Reasonable accommodation for laboratory students with disabilities: Case studies from UCSD (3:05 pm to 3:25 pm)
Break (3:25 pm to 3:40 pm)
P905: Examining diverse students' trajectories in chemistry self-efficacy within a college chemistry context (3:40 pm to 4:00 pm)
P906: "3+8" summer undergraduate research model: A promising mechanism for 2-year colleges (4:00 pm to 4:20 pm)
P907: Louisiana State University's Office of Strategic Initiatives: A catalyst for campus-wide diversity with chemistry origins (4:20 pm to 4:40 pm)
