Re-Envisioning Classroom Culture in an Introductory General Chemistry Course: Description of a Course Redesign Project

In the U.S., the retention of students in STEM degree pathways has been an issue that many higher education institutions have and continue to face. Many of us in the chemistry education community have been reflecting on our own roles and responsibilities to create a more inclusive learning environment for all students in chemistry. Culturally relevant pedagogy (CRP) and culturally responsive teaching (CRT) are two influential frameworks that informed efforts in promoting inclusivity in chemistry classrooms. However, the current literature focuses primarily on isolated interventions, highlighting a need for theoretical development that articulates the synergy between the two frameworks and synthesizes them in the context of chemistry education. In this essay, we present a framework for re-envisioning chemistry classroom culture consisting of four tenets: culturally relevant chemistry knowledge, cultural validation, collectivist cultural orientations, and humanized chemistry learning environments. We identified five course redesign entry points: amplifying student voice, emphasizing group work, contextualizing content knowledge, scaffolding technical language, and revising assessment structures. We hope to present both a framework and a set of course redesign entry points for chemistry educators interested in re-envisioning their classroom culture. We will also discuss the evaluation plan of this project and future work to sustain student cultural assets in chemistry classrooms.