Commentary pubs.acs.org/jchemeduc
Social and Environmental Justice in the Chemistry Classroom Grace A. Lasker,† Karolina E. Mellor,‡ Melissa L. Mullins,§ Suzanne M. Nesmith,∥ and Nancy J. Simcox*,⊥ †
School of Nursing and Health Studies, University of Washington Bothell, Bothell, Washington 98011, United States School of Forestry and Environmental Studies, Yale University, New Haven, Connecticut 06520, United States § Center for Reservoir and Aquatic Systems Research, Baylor University, Waco, Texas 76798-7266, United States ∥ Department of Curriculum and Instruction, Baylor University, Waco, Texas 76798-7304, United States ⊥ Department of Environmental and Occupational Health Sciences, University of Washington, Seattle, Washington 98105, United States ‡
ABSTRACT: Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chemistry classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technology, engineering, and mathematics) programs. Relevancy also remains elusive in the chemistry classroom, where real-world issues of social justice, health, and the environment are largely missing from chemistry curricula. As a result, students struggle to understand their role as change agents and global citizens with leadership responsibility toward developing solutions to these justice issues, particularly as they relate to chemistry and manufacturing industries. Green chemistry curriculum developed by groups such as the Molecular Design Research Network, Beyond Benign, Greener Education Materials for Chemists, and others is available for faculty to seamlessly integrate topics of social, health, and environmental justice problem-solving into their classes, with a focus on educating future chemists who recognize their role in solving (or preventing) global justice issues. The purpose of this paper is to share new instructional strategies needed to add relevancy to the life of chemistry students. KEYWORDS: Curriculum, Public Understanding/Outreach, Interdisciplinary/Multidisciplinary, Green Chemistry, Environmental Chemistry
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INTRODUCTION New educational tools such as interactive technology, problembased curriculum, peer-led team learning, and multidisciplinary synergy in research have led to a modern pedagogical approach to education with significant benefits for students. However, student engagement still persists as an issue in the classroom,1−4 particularly in high-enrollment classes such as the general and organic chemistry series.2,3 While these courses do provide students with foundational chemistry knowledge and involve them in actively learning in the laboratory, “few students of science receive as an integral part of their scientific education an analysis of the social impact of science and rarely is there a mention of social responsibility”.5 Relevancy is an important aspect of engagement and connection to chemistry. Reframing chemistry as a means to solve relevant matters and injustices promotes student engagement, develops global citizens, and heralds true multidisciplinarity.
lecture classes were 1.5 times more likely to fail than those in an active-learning classroom.10 Research supports positive outcomes associated with active learning in STEM classes11−14 rather than lectures emphasizing memorization.15,16 Interdisciplinary collaboration also leads students to deeper critical and analytical thinking.17−22 However, according to Cobern:23 Even when interdisciplinary science curricula are adopted, they often continue to serve the interests of science. These curricula acknowledge that students have other disciplinary interests but do so for the purpose of manipulating those interests to meet the traditional objectives of science education. For example, while some curricula incorporate ethics in one or more lessons,3,24−26 there is very little curricular integration of social and environmental justice issues into chemistry. Mehlich et al. suggest that27 [E]thical, social, and cultural dimensions of chemistry are manifold, but to date these have been recognized and outlined mostly by the academic communities in the social sciences, humanities, or philosophy. This is a particular issue for women and minorities who face several barriers to success in STEM classes and employment. Students of color earning chemistry bachelor’s degrees in 2012
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STUDENT ENGAGEMENT IN THE CLASSROOM Research shows that science students bring “funds of knowledge” to the classroom that can serve as resources for academic learning when professors find ways to validate and activate this prior knowledge.6 For example, interactive learning environments help students develop skills such as critical thinking and problem solving or engage in beneficial peer-topeer learning.7−9 One study found that science, technology, engineering, and mathematics (STEM) students in traditional © XXXX American Chemical Society and Division of Chemical Education, Inc.
Received: December 14, 2016 Revised: May 25, 2017
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stationed at air force bases;58 and others. Framing the curriculum in the context of solving justice issues allows students to recognize the relevancy of chemistry as they become global citizens with a conscience. The importance of advancing social responsibility in students was captured in a large survey of 6100 undergraduate students. The data revealed that STEM students viewed career goals as more important than social change goals when compared to non-STEM students.59 There should be no question that these students must understand their role. This need points to the role that green chemistry can serve to introduce social, health, and environmental issues relevant to chemistry students.19 According to the American Chemical Society, there are only 42 colleges and universities in the United States offering a range of academic green chemistry opportunities, with only five offering actual degree programs or certificates in green chemistry29 out of 4726 postsecondary Title IV institutions offering degrees in 2013.60 To bridge this curricular gap, groups such as Molecular Design Research Network (MoDRN), Beyond Benign, Green Education Materials for Chemists (GEMs), and others61 have developed curricula for faculty to seamlessly integrate topics of sustainability, health, and social and environmental justice problem-solving into the classroom using curricula grounded in green chemistry.
accounted for only 36% of conferred degrees, and women accounted for only 38% of employed chemists in 2010.28 For these particular populations, crosscultural and social systems have been demonstrated as key to engagement and retention30−34 and should be considered as paramount to creating an inclusive learning environment.
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CHEMISTRY AS A SOCIAL AND ENVIRONMENTAL JUSTICE INSTRUMENT Justice issues affect millions globally, yet these complex problems are rarely introduced in chemistry courses, nor are students asked to imagine their role in solving these issues. According to Soria, Snyder, and Reinhard, “preparing college students to become active participants and competent leaders in our pluralistic society becomes even more urgent”.35 Focusing the curriculum on social justice and civic responsibility demonstrates a strong relationship to leadership development1,36,37 and best serves students when these concepts are embedded in major-specific classes.38 It is important that this justice framework drives the development of a socially conscious curriculum. Social justice supports the idea that everyone deserves equality in economic, political, and social rights, as well as equal access to important human rights.39 Policy to encourage equal access to rights should be made at the organizational and institutional levels.33,40 Likewise, the definition of environmental justice defined by the U.S. Environmental Protection Agency is41 [T]he fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies. It encompasses areas not just related to the environment and ecology but also civil rights, indigenous rights, labor, food, climate, culture, civility, immigration, and economics.33,42 Global citizens face social and environmental justice issues every day,43 yet it is only just recently that the role of chemistry is being reimagined as a “science for the benefit of society”.44 Teaching issues of justice in a chemistry classroom creates relevancy for students and is supported by newer pedagogical approaches such as problem-based learning,45−48 service learning projects,49−52 and “flipping” the classroom to allow for more active learning opportunities.13,53,54 Matlin, Mehta, Hopf, and Krief advocate for the development of a “one world chemistry”44 that [E]mbodies the idea that chemistry is a creative science that is practiced in both fundamental and applied arenas in a sustainable and ethical manner for the benefit of society. The benefits extend beyond the classroom and into the workplace. As students become professional chemists, their awareness of social interrelationships and ethics will grow their credibility and influence over scientists who are limited by technical expertise and little awareness of justice and ethics issues.27 Their experience in the classroom with real-life issues sets the foundation for innovative invention and strong leadership as professionals. When considering justice in the chemistry classroom, real-life demonstration shifts the focus from lecture and memorization to problem-based learning around issues such as lead exposure affecting violence rates and IQ levels in inner city housing in Cincinnati;55 the Flint, Michigan, lead water poisonings;56 increased bisphenol A levels in individuals consuming fast food;57 jet fuel exposure and the health impacts on individuals
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JUSTICE IN GREEN CHEMISTRY Green chemistry is defined as the design of chemical products and processes that reduce or eliminate the use or generation of hazardous substances.62,63 Its growth and support has come from scientists, engineers, sustainability officers, policy makers, and so forth. However, there are still barriers (economic, regulatory, technical, organizational, and even cultural) identified as obstacles to reduce disproportionate injustice when it comes to applying principles of green chemistry in product and molecular design.64 There is a significant opportunity in academia to help overcome these barriers by introducing chemistry students to these matters early in their academic careers, and offering programs that support aspects of sustainability, ethics in chemical design, and green chemistry.19 This also supports the Green Chemistry Commitment mission to “affect systemic and lasting change in chemistry education” as key among the outcomes.65 MoDRN, Beyond Benign, GEMs, The Berkeley Center for Green Chemistry, the University of Scranton, and others61 have all developed curricula in response to these needs. In addition, the intersection of green chemistry and justice was explored with educators and professionals at the 2016 Green Chemistry and Engineering Conference (GC&E) during a symposium entitled Exploring Opportunities for Green Chemistry Educators and Researchers as Change Agents Addressing the Social and Environmental (In) Justices of Chemical Exposure.66 The symposium’s topic was expanded at the 2017 GC&E conference67 and included educational strategies and discussion around the future development of “justice principles” to complement the 12 principles of green chemistry62 as well as core competencies associated with a curriculum that centers on justice. To help educators bring aspects of green chemistry and justice into their curricula, MoDRN has developed a series of modules that focus on relationships between physiochemical properties and toxicology.68 These activities are designed to demonstrate that some chemicals used in industrial and consumer products are associated with human health and environmental concerns,69−72 and that chemists can play a B
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(4) Upadyaya, K.; Salmela-Aro, K. Development of school engagement in association with academic success and well-being in varying social contexts: A review of empirical research. European Psychologist 2013, 18, 136−147. (5) Beckwith, J.; Huang, F. Should we make a fuss? A case for social responsibility in science. Nat. Biotechnol. 2005, 23 (12), 1479−1480. (6) Moll, L. C.; Amanti, C.; Neff, D.; Gonzalez, N. Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Pract. 1992, 31 (2), 132−141. (7) Bergtrom, G. Content vs. learning: An old dichotomy in science courses. J. Async. Learn. Network 2011, 15 (1), 33−44. (8) Berrett, D. How flipping the classroom can improve the traditional lecture. The Chronicle of Higher Education. http://www. chronicle.com/article/How-Flipping-the-Classroom/130857 (accessed Jun 2017). (9) Jensen, J. L.; Kummer, T. A.; Godoy, P. D. Improvements from a flipped classroom may simply be the fruits of active learning. CBE Life. Sci. Educ. 2015, 14 (1), ar5. (10) Freeman, S.; Eddy, S. L.; McDonough, M.; Smith, M. K.; Okoroafor, N.; Jordt, H.; Wenderoth, M. P. Active learning increases student performance in science, engineering, and mathematics. Proc. Natl. Acad. Sci. U. S. A. 2014, 111 (23), 8410−8415. (11) Gauthier, L. M. Book Review of How Learning Works: 7 Research-Based Principles for Smart Teaching. J. Scholarsh. Teach. Learn. 2014, 14 (1), 126−129. (12) Cromley, J. G.; Perez, T.; Kaplan, A. Undergraduate STEM Achievement and Retention. Policy Insights Behav. Brain. Sci. 2016, 3 (1), 4−11. (13) Eichler, J. F.; Peeples, J. Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades. Chem. Educ. Res. Pract. 2016, 17 (1), 197−208. (14) Prince, M.; Felder, R. The Many Faces of Inductive Teaching and Learning. J. Coll. Sci. Teach. 2007, 36 (5), 14−20. (15) Booth, S. Learning computer science and engineering in context. Comput. Sci. Educ. 2001, 11 (3), 169−188. (16) Knight, J. K.; Wood, W. B. Teaching More by Lecturing Less. Cell Biol. Educ 2005, 4 (4), 298−310. (17) Hooker, P.; Deutschman, W. A.; Avery, B. J. The Biology and Chemistry of Brewing: An Interdisciplinary Course. J. Chem. Educ. 2014, 91 (3), 336−339. (18) Lunsford, S. K.; Slattery, W. An interactive environmental science course for education science majors. J. Chem. Educ. 2006, 83 (2), 233−236. (19) Haack, J. A.; Hutchison, J. E. Green Chemistry Education: 25 Years of Progress and 25 Years Ahead. ACS Sustainable Chem. Eng. 2016, 4 (11), 5889−5896. (20) National Research Council. Taking Science to School: Learning and Teaching Science in Grades K−8; Duschl, R. A., Schweingruber, H. A., Shouse, A. W., Eds.; The National Academies Press: Washington, DC, 2007; DOI: https://doi.org/10.17226/11625. (21) Carnegie Corporation of New York, Institute for Advanced Study, Commission on Mathematics and Science Education. The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy; Carnegie Corporation: New York, 2009; https://www.carnegie.org/publications/the-opportunityequation-transforming-mathematics-and-science-education-forcitizenship-and-the-global-economy/ (accessed Jun 2017). (22) Zoller, U. Education in environmental chemistry: Setting the agenda and recommending action: A workshop report summary. J. Chem. Educ. 2005, 82 (8), 1237−1240. (23) Cobern, W. W.; Loving, C. C. Defining “science” in a multicultural world: Implications for science education. Sci. Educ. 2001, 85 (1), 50−67. (24) Han, H. Virtue Ethics, Positive Psychology, and a New Model of Science and Engineering Ethics Education. Sci. Eng. Ethics 2015, 21 (2), 441−460. (25) Steele, A. Troubling STEM: Making a Case for an Ethics/STEM Partnership. J. Sci. Teach. Educ 2016, 27 (4), 357−371.
significant role in the design of safer, next-generation molecules.71 For example, one module prompts students to analyze historical environmental and social injustice events for community impact and consider aspects of design to avoid future occurrences.68 Beyond Benign offers curriculum focused on K−12 education that emphasizes objective reasoning with equal consideration for economy, society, and the environment. Their curriculum was developed with “a view to the future and the sustainability of social, industrial, economic, and environmental sustainability”.73 These organizations and others are helping support faculty as they shift their curriculum toward a new era of chemistry education: one that is transformed into active learning with relevancy.
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CONCLUSION Integrating green chemistry into chemistry courses provides a solution for shifting chemistry curriculum toward a justiceminded framework using problem-based learning to engage students. A number of curricular possibilities open when this shift occurs. Service-learning projects with authentic learning experiences lead to increased community engagement and relevancy for students. Chemistry classes co-listed and instructed with other faculty from public health, sociology, social and environmental justice, education, and so on, demonstrate the importance of multidisciplinarity problemsolving. Faculty are able to foster inclusive learning environments by discussing justice issues that students face daily, supporting students and their communities through open dialogue. Education is an ever-evolving experience, where trends in pedagogy shift what and how we teach. Framing chemistry curriculum through a lens of social and environmental justice brings relevancy into the lives of 21st-century students and helps create globally conscious citizens with permission to become change agents. We should re-imagine chemistry as a discipline that encourages positive, inclusive dialogue for developing solutions to global issues, and move the chemist from the laboratory toward the front lines of justice as a means of participating in a greater, social endeavor.
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AUTHOR INFORMATION
Corresponding Author
*E-mail:
[email protected]. ORCID
Grace A. Lasker: 0000-0001-5848-5547 Nancy J. Simcox: 0000-0001-7920-023X Notes
The authors declare no competing financial interest.
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