Chem4REAL Podcast: Episode 5
In this series of three podcasts, we hear from seasoned faculty across the country as they discuss what they have done to maintain chemistry research engagement with our undergraduate students in light of the pandemic. As colleagues reflected on the past seven months, their responses fell into three themes. Part I focuses on lessons learned, Part II on keeping students engaged, and Part III on issues of inclusivity and equity.
Teaching During COVID
The pandemic of 2020 has changed everything and undergraduate research is no different. In this series of episodes (released December 4th, 11th, and 18th) members of the chemistry division of the Council of Undergraduate Research (CUR) explore and reflect on how we have adapted our courses to accommodate the challenges of remote learning. You will hear from faculty teaching a broad range of courses (from introductory chemistry to advanced labs) and in diverse styles (from small rural in-person learning to large urban hybrid models to commuter schools with remote instruction only).
Although each campus must reconcile a unique constellation of issues, such as equity in internet access, commuter vs residential living, and illness during the semester, there are general trends that have emerged regardless of institution or class type.
At the close of our first full semester of COVID pandemic teaching, what we have learned might seem obvious. The more connection between faculty and students, the more students feel respected which leads to more resilience in classes. Our students are dealing with the illness and/or death of loved ones, losing financial stability, and lack of housing, food, or internet access. They may not have a quiet place to study, can not benefit from the before/after class question, have trouble meeting other students in class and are navigating a plethora of learning platforms. With so much happening that is outside of the norm on campus, it is the most organized, the most mature, the most confident student that thrives, while others struggle to maintain motivation, hand in assignments, engage in synchronized classes, organize and engage with asynchronous classes.
In our opinion, guiding students through chemistry class during COVID comes down to establishing relationships. The more information you know about your students the better able we are to modify, guide and advise your students as to the best course for them personally and this seems to make all the difference in student retention across the semester.
We have organized these clips into three general areas: three things learned about remote learning/teaching (Part I), engaging students remotely (Part II), and issues of diversity equity and inclusivity in remote learning (Part III).
If you are interested in listening to the full episodes, you can directly link to them here: Part I, Part II, and Part III. The transcript for the episode can be downloaded here: Chem4REAL Podcast Transcript – Episode 5 (combined). You can explore all of our episodes at the bottom of this post or you can search for the Chem4REAL podcast on Spotify, Apple Podcasts, and Google Podcasts. New episodes are released monthly. As always, please be sure to subscribe and leave a rating as it helps others to find the podcast. We hope to hear your thoughts!
https://anchor.fm/curchem
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