Underrepresentation of some populations in STEM fields occurs because these students experience achievement gaps with performance lower on average than their overrepresented peers. Interventions to reduce achievement gaps and increase the retention of underrepresented students in STEM courses include approaches found both inside and outside of…

More than ever, there is an increasing need for digital experimental learning environments in chemistry. The variety of digital learning approaches provided to students range from simple videos showing experiments to highly interactive virtual laboratories. Regardless of which approach is chosen, a digital learning environment should be adapted to…

The COVID-19 pandemic has shifted physical classroom attendance to virtual classes, leading to a more isolated learning process. Even though quarantine has impacted the well-being of all populations, some of them suffered more than others. For instance, teenagers and young adults are at the peak of building their social network and could not…

This paper describes the development and implementation of GAPc, a gamification project in chemistry. GAPc is an online active student-centered remedial teaching tool allowing prospective and enrolled students to electronically assess their knowledge of basic and advanced chemistry concepts via different game levels of expertise. This provides…

This reflection looks at pedagogic strategies employed in General Chemistry classes for English Language learners (ELLs) in a rapid response to the COVID-19 pandemic. The approaches included the use of small group systems thinking (ST) activities and a variety of formative assessments geared toward maintaining and enhancing students' language…