Moving Toward Inclusivity in Chemistry by Developing Data-Based Instructional Tasks Aimed at Increasing Students’ Self-Perception as Capable Learners Who Belong in STEM

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.