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005			20231030111649.0
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022			_a0021-9584
037			_bRIEBPL Library
082			_a540.7
100			_a Christian S. Hamann
245			_a A Paradigm of Practicable Equity and Inclusion: Heeding the Call to Shift Both Mindsets and Methods _b(Journal Article) _c
260			_aWashington, United States _b:American Chemical Society _c,January 10, 2023
300			_a 10–14 p.
490			_aAmerican Chemical Society, Volume 100, Issue 1
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- “You’re blind, so I advise you to choose history as your major.” The American Chemical Society and our home institutions have established Diversity, Equity, Inclusion, and Respect (DEIR) as core values. “You’re blind. Just sit in the corner and take notes as the other students dictate their observations to you.” But how do we operationalize this call both to implement our DEIR values and at the same time challenge our own assumptions about the differently abled? “I can’t imagine being a chemistry major if you can’t see the color changes!” This commentary describes my journey to better embed DEIR values into my work as a chemist and educator, and hopefully it will be useful to you as you wrestle with similar topics. “You want to be a chemistry major? Have I got an undergraduate research project for you!” The journey begins with a simple yes answer and proceeds through a challenge to underscore an enthusiasm for DEIR practices with a more distinct theoretical foundation that undergirds our DEIR-focused work. This requires expanding our toolkit in the basics of quality teaching with an emphasis on positive student learning outcomes and experiences, all geared toward greater representation and broader participation in the chemical enterprise. Importantly, this also requires a change in perspective─a new paradigm in which DEIR objectives inform the very structure of our educational system. In summary, this commentary recounts the resources that allowed me to change my educational paradigm, many of which came from outside the world of chemistry.
650			_aChemistry education,
650			_aMathematical methods
650			_a,Molecular modeling,
650			_aStudents,
650			_aTeaching and learning methods
856			_u https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.2c00459
942			_cPER
999			_c44643 _d44642