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Social and Environmental Justice in the Chemistry Classroom

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Title: Social and Environmental Justice in the Chemistry Classroom
Language: English
Authors: Lasker, Grace A. (ORCID 0000-0001-5848-5547), Mellor, Karolina E., Mullins, Melissa L., Nesmith, Suzanne M., Simcox, Nancy J. (ORCID 0000-0001-7920-023X)
Source: Journal of Chemical Education. Aug 2017 94(8):983-987.
Availability: Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Peer Reviewed: Y
Page Count: 5
Publication Date: 2017
Document Type: Journal Articles
Reports - Descriptive
Opinion Papers
Education Level: Higher Education
Descriptors: Environmental Education, Social Justice, Chemistry, Science Instruction, Sustainability, Active Learning, Learner Engagement, STEM Education, College Science, Science Curriculum, Social Responsibility, Global Approach, Citizenship, Problem Based Learning, Change Agents, Undergraduate Students, Females, Disproportionate Representation, Minority Group Students
DOI: 10.1021/acs.jchemed.6b00968
ISSN: 0021-9584
Abstract: Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chemistry classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technology, engineering, and mathematics) programs. Relevancy also remains elusive in the chemistry classroom, where real-world issues of social justice, health, and the environment are largely missing from chemistry curricula. As a result, students struggle to understand their role as change agents and global citizens with leadership responsibility toward developing solutions to these justice issues, particularly as they relate to chemistry and manufacturing industries. Green chemistry curriculum developed by groups such as the Molecular Design Research Network, Beyond Benign, Greener Education Materials for Chemists, and others is available for faculty to seamlessly integrate topics of social, health, and environmental justice problem-solving into their classes, with a focus on educating future chemists who recognize their role in solving (or preventing) global justice issues. The purpose of this paper is to share new instructional strategies needed to add relevancy to the life of chemistry students.
Abstractor: As Provided
Number of References: 73
Entry Date: 2017
Accession Number: EJ1159629
Database: ERIC
FullText Text:
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  Data: Social and Environmental Justice in the Chemistry Classroom
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  Data: <searchLink fieldCode="AR" term="%22Lasker%2C+Grace+A%2E%22">Lasker, Grace A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5848-5547">0000-0001-5848-5547</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mellor%2C+Karolina+E%2E%22">Mellor, Karolina E.</searchLink><br /><searchLink fieldCode="AR" term="%22Mullins%2C+Melissa+L%2E%22">Mullins, Melissa L.</searchLink><br /><searchLink fieldCode="AR" term="%22Nesmith%2C+Suzanne+M%2E%22">Nesmith, Suzanne M.</searchLink><br /><searchLink fieldCode="AR" term="%22Simcox%2C+Nancy+J%2E%22">Simcox, Nancy J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7920-023X">0000-0001-7920-023X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. Aug 2017 94(8):983-987.
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  Data: Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
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  Data: <searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Curriculum%22">Science Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Responsibility%22">Social Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Citizenship%22">Citizenship</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Agents%22">Change Agents</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink>
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  Data: 10.1021/acs.jchemed.6b00968
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  Data: 0021-9584
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  Data: Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chemistry classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technology, engineering, and mathematics) programs. Relevancy also remains elusive in the chemistry classroom, where real-world issues of social justice, health, and the environment are largely missing from chemistry curricula. As a result, students struggle to understand their role as change agents and global citizens with leadership responsibility toward developing solutions to these justice issues, particularly as they relate to chemistry and manufacturing industries. Green chemistry curriculum developed by groups such as the Molecular Design Research Network, Beyond Benign, Greener Education Materials for Chemists, and others is available for faculty to seamlessly integrate topics of social, health, and environmental justice problem-solving into their classes, with a focus on educating future chemists who recognize their role in solving (or preventing) global justice issues. The purpose of this paper is to share new instructional strategies needed to add relevancy to the life of chemistry students.
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