Introducing Diversity through an Organic Approach

Abstract

An introductory organic chemistry course is a gate keeper to the science pipeline. Instructors can improve student learning by making deliberate efforts to understand and accommodate the various levels of classroom diversity. The changes in the demographics of the United States and the national push to cultivate women and minorities in the sciences also necessitate the need for inclusive classrooms that enrich all types of student learning. Such an inclusive learning environment was promoted in an organic chemistry classroom at a four year college in rural Arkansas for the first time in Fall 2016 and was continued in the subsequent years; it took a unique approach involving comparing the diversity of carbon-based molecules to social diversity. Student responses were overwhelmingly positive and creative. They compared molecular and social diversity in outstanding ways. Also, the diversity assignment was very instrumental as an educational tool that accentuated the value of the versatility of carbon and its bonding in creating the basis of life, according to the results of the pre- and postsurveys incorporated to the assignment in Fall 2018. The assignment provides a stimulating platform to celebrate diversity and foster inclusion in the organic chemistry classrooms, while reinforcing teaching on the versatility of carbon and its bonding.