Implementing an Iterative and Collaborative Approach to Inclusive First-Semester General Chemistry Laboratory Redesign

Abstract

General chemistry laboratory curriculum reform is underway at a midsized state university through a collaborative, inclusive, and iterative approach. Using a backward design approach, faculty collaborated to actualize a shared vision, define laboratory learning objectives, and outline considerations for inclusivity during summer workshops that guided the process of curriculum design. With support from an instructional designer from the Center for Innovative Teaching and Learning, as well as faculty development support through an HHMI Inclusive Excellence grant, the faculty have designed and implemented the new curriculum, assessed the implementation, and continue to make iterative change based on student data and reflection. The goal of this report is not to provide a new set of chemistry laboratories, rather, we share our framework to provide an example of how to implement a collaborative and inclusive laboratory redesign.