About the Seminar:

Underrepresentation of some groups in STEM fields occurs because these students experience achievement gaps with lower scores on average than their overrepresented peers. Poor performance in introductory science courses is one reason that students initially interested in science switch to other non-STEM majors or even leave college.  Evidence-based teaching methods and course design show promise in promoting an inclusive classroom environment and reducing performance gaps across demographic groups. Several methods for increasing student success and equity such as high structure courses, assessments that promote growth mindset, and the use engaged student learning with peer leaders were implemented in a general chemistry course.  The design of the general chemistry course and outcomes of these interventions on student success and performance gaps will be discussed.

About the Speaker:

Jill Robinson is a Teaching Professor in the Department of Chemistry at Indiana University. She has a B.S. in chemistry from Truman State University and a Ph.D. in analytical and atmospheric chemistry from the University of Colorado at Boulder. She teaches courses in general, analytical, and environmental chemistry and has been honored with several teaching awards including the President’s Award for Distinguished Teaching at Indiana University and the J. Calvin Giddings Award for Excellence in Education given by the Analytical Chemistry Division of the American Chemical Society.  She is a coauthor on a general chemistry textbook and has served on the leadership team for an NSF-funded initiative to promote active learning in analytical chemistry. She enjoys chemistry outreach and has developed workshops for K-12 teachers aimed at strengthening understanding of state science standards.