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Unleashing Our Chemistry Superpowers: Promoting Student Success and Well-Being at a Black Women's College during COVID-19

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Title: Unleashing Our Chemistry Superpowers: Promoting Student Success and Well-Being at a Black Women's College during COVID-19
Language: English
Authors: Johnson, Shanina Sanders (ORCID 0000-0002-7799-9858), Gaines, Michelle K., Van Vleet, Mary J. (ORCID 0000-0002-6526-3579), Jackson, Kimberly M. (ORCID 0000-0002-2888-5176), Barrett, Cachetne, Camp, Davita, De Leon Mancia, Marisela, Hibbard, Lisa (ORCID 0000-0002-6269-6942), Rodriguez, Augusto
Source: Journal of Chemical Education. Sep 2020 97(9):3369-3373.
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: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Chemistry, Black Colleges, Single Sex Colleges, Womens Education, Academic Achievement, Well Being, College Students, COVID-19, Pandemics, Science Instruction, Educational Practices, College Science, Distance Education, Educational Planning, Instructional Design, Learner Engagement
Geographic Terms: Georgia (Atlanta)
DOI: 10.1021/acs.jchemed.0c00728?ref=pdf
ISSN: 0021-9584
Abstract: Spelman College, a small (~2150 students) Black women's liberal arts college located in Atlanta, Georgia, USA, is dedicated to empowering women of African descent to become global leaders and change agents. In the wake of the COVID-19 pandemic, and the resulting abrupt and unforeseen campus closure, Spelman experienced pressure and urgency to maintain a high quality curriculum for its students, while balancing student and faculty well-being. This communication is a reflection of the teaching practices that the faculty in Spelman's Department of Chemistry and Biochemistry implemented during the transition to emergency remote instruction (ERI). We first describe the initial week-long planning phase used to transition the Department to ERI, including detailed information on the faculty's efforts to redesign lecture and lab courses via the adoption of new learning platforms, teaching strategies, and student learning objectives. Next, we use student survey data, collected by individual faculty, to reflect on the challenges, opportunities, and iterative course redesign that occurred throughout ERI. Student well-being, engagement, and adaptation were of particular concern and challenge to the Department during ERI. Nevertheless, by embracing a spirit of "productive disorder", the Department was able to channel its faculty "superpowers" toward pedagogical change and transformation. More importantly, by allowing students to operate as independent and resilient learners in the time of COVID-19, we found that students rose to the challenge of creative expression and critique even in unconventional times.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1278601
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Johnson%2C+Shanina+Sanders%22">Johnson, Shanina Sanders</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7799-9858">0000-0002-7799-9858</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gaines%2C+Michelle+K%2E%22">Gaines, Michelle K.</searchLink><br /><searchLink fieldCode="AR" term="%22Van+Vleet%2C+Mary+J%2E%22">Van Vleet, Mary J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6526-3579">0000-0002-6526-3579</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jackson%2C+Kimberly+M%2E%22">Jackson, Kimberly M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2888-5176">0000-0002-2888-5176</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barrett%2C+Cachetne%22">Barrett, Cachetne</searchLink><br /><searchLink fieldCode="AR" term="%22Camp%2C+Davita%22">Camp, Davita</searchLink><br /><searchLink fieldCode="AR" term="%22De+Leon+Mancia%2C+Marisela%22">De Leon Mancia, Marisela</searchLink><br /><searchLink fieldCode="AR" term="%22Hibbard%2C+Lisa%22">Hibbard, Lisa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6269-6942">0000-0002-6269-6942</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Augusto%22">Rodriguez, Augusto</searchLink>
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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: 10.1021/acs.jchemed.0c00728?ref=pdf
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  Data: 0021-9584
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  Data: Spelman College, a small (~2150 students) Black women's liberal arts college located in Atlanta, Georgia, USA, is dedicated to empowering women of African descent to become global leaders and change agents. In the wake of the COVID-19 pandemic, and the resulting abrupt and unforeseen campus closure, Spelman experienced pressure and urgency to maintain a high quality curriculum for its students, while balancing student and faculty well-being. This communication is a reflection of the teaching practices that the faculty in Spelman's Department of Chemistry and Biochemistry implemented during the transition to emergency remote instruction (ERI). We first describe the initial week-long planning phase used to transition the Department to ERI, including detailed information on the faculty's efforts to redesign lecture and lab courses via the adoption of new learning platforms, teaching strategies, and student learning objectives. Next, we use student survey data, collected by individual faculty, to reflect on the challenges, opportunities, and iterative course redesign that occurred throughout ERI. Student well-being, engagement, and adaptation were of particular concern and challenge to the Department during ERI. Nevertheless, by embracing a spirit of "productive disorder", the Department was able to channel its faculty "superpowers" toward pedagogical change and transformation. More importantly, by allowing students to operate as independent and resilient learners in the time of COVID-19, we found that students rose to the challenge of creative expression and critique even in unconventional times.
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      – SubjectFull: Black Colleges
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      – SubjectFull: Single Sex Colleges
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