The Future of Laboratory Chemistry Learning and Teaching Must be Accessible

• Orielia Egambaram ^[1] ; Kira Hilton ^[1] ; Jennifer Leigh ^[1] ; Robert Richardson ^[2] ; Julia Sarju ^[3] ; Anna Slater ^[2] ; Bethan Turner ^[2]
  1. [1] University of Kent

     University of Kent

     City of Canterbury, Reino Unido

     
  2. [2] University of Liverpool

     University of Liverpool

     Reino Unido

     
  3. [3] University of York

     University of York

     Reino Unido

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 12, 2022, págs. 3814-3821
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This commentary is a call to make the future of chemistry laboratories accessible and inclusive. We draw from research and lived experience to put forward a list of recommendations for laboratory-based teaching. Our authorial team includes undergraduate and postgraduate chemistry students, graduate teaching assistants, teaching-focused and traditional research and teaching academics, and a Diversity Equality Inclusion (DEI/EDI) academic expert. We all have lived experiences of disability, chronic illness, neurodivergence, and other marginalizations related to race, religion, sexuality, or other characteristics. We believe that laboratory-based chemistry learning environments, teaching, assessment, and resources should be accessible to all students and staff.