Abstract
The overall goal of our work is to disrupt pervasive narratives and misplaced assessments of what defines scientific brilliance, specifically in the introductory chemistry classroom. The traditional design of science, technology, education, and math (STEM) courses perpetuates the narrow view that intelligence is characterized by innate talent, knowing lots of information, and being quick and correct. This view disproportionately impacts students historically underserved in STEM. The Chem Avengers aim to transform chemistry education into an inclusive practice where all learners can thrive. The work reported here is focused on creating and implementing group-worthy tasks that support equitable participation. These tasks center around sorting, using, and making sense of data, trends, and patterns.
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