The Future of Laboratory Chemistry Learning and Teaching Must be Accessible

Egambaram, Orielia, Hilton, Kira, Leigh, Jennifer, Richardson, Robert, Sarju, Julia, Slater, Anna ORCID: 0000-0002-1435-4331 and Turner, Bethan (2022) The Future of Laboratory Chemistry Learning and Teaching Must be Accessible. JOURNAL OF CHEMICAL EDUCATION, 99 (12). pp. 3814-3821.

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Official URL: http://dx.doi.org/10.1021/acs.jchemed.2c00328

Abstract

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.

Item Type:	Article
Uncontrolled Keywords:	Graduate Education, Hazards, Laboratory Instruction, Laboratory Management, Minorities in Chemistry, Research, Safety, Student-Centered Learning
Divisions:	Faculty of Science and Engineering > School of Physical Sciences
Depositing User:	Symplectic Admin
Date Deposited:	27 Feb 2023 09:57
Last Modified:	27 Feb 2023 09:57
DOI:	10.1021/acs.jchemed.2c00328
Open Access URL:	https://doi.org/10.1021/acs.jchemed.2c00328
Related URLs:	Author Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3168601