Abstract
Although many science education researchers have investigated developing science education at the K–12 levels to meet the needs of underrepresented students in science, far fewer have considered how shifts to online instruction in undergraduate science courses might provide insights into better supporting the achievement of students from diverse backgrounds at the university level. This case study aims to fill this gap by engaging in a reflective interdisciplinary “deep dive” into the instruction of one biochemistry professor at a designated Hispanic Serving Institution (HSI), across two distinct modalities: face-to-face and online. The findings reported here suggest that the use of formative assessments and student feedback surveys, as well as responsive instructional strategies, facilitate access to and comprehension of complex material in the online modality, without diminishing achievement. Additionally, the reflective collaboration deployed methodologically in this study highlights how higher education faculty can marshal intellectual resources across distinct disciplines to identify and develop responsive pedagogy in advanced science courses at the university level.
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