02211nam a22002057a 4500 20231027110309.0 231027b ||||| |||| 00| 0 eng d 0021-9584 Chung, Ji Leveraging Student–Faculty–Staff Partnerships to Implement Inclusive Curricular Reform in Chemistry Education (Journal Article) Washington DC :American Chemical Society ,2023 2243-2252p. Journal of Chemical Society , Volume 100: Number 6, June 2023 ***______{For Hard Copy, Please visit Library.}________*** Abstract: This paper describes the formation and ongoing efforts of a collaborative partnership between students, faculty, and staff within the Chemistry department at Amherst College. Formation of the group was inspired by calls for structural, inclusive, change from students, faculty, and alumni. There are many benefits to collaborating across traditional academic hierarchies, and this report aims to show that these partnerships can help identify avenues for the implementation of inclusive change in STEM departments. The Amherst College Chemistry community agrees that graduates of the Chemistry department should leave the College with a critical understanding of the implications of systemic discrimination as they pertain to chemical research and education; this paper shares organizational methods and strengths, as well as limitations and holistic reflections, of creating spaces for student, staff, and faculty partnership to shape a STEM educational community. A specific outcome of this committee was the creation of a diversity-equity-inclusion (DEI) requirement in the major. We share how CARAC helped the department arrive at this decision and discuss the departmental course, Chemistry in Society, that was developed in response. Student Centered Learning | Inclusive Teaching | Minorities in Chemistry | Learning Theories | Women in Chemistry | Broadening Participation | Cultural Relevance | STEM Pathways Bunnell, Sarah L. | Lopez, Alberto M. | Olshansky, Jacob H. https://pubs.acs.org/doi/10.1021/acs.jchemed.2c01190 PER 0 0 0 0 RIEBPL RIEBPL 2023-10-27 0 2023-10-27 00:00:00 2023-10-27 PER 44607 44606