Extending Equity, Access, and Inclusion: An Evolving Multifaceted Approach to Transform a General Chemistry Course at a Large, Flagship, Research Institution

Robust efforts to improve equity, access, and inclusion are necessary in STEM gateway courses at the undergraduate level. Here, we describe an ongoing course transformation of an extended general chemistry sequence at a large, flagship, research-intensive institution. This course enrolls a diverse group of students who have limited preparation in math or writing. Many of the students are also from underrepresented or minoritized backgrounds, which lends further urgency to the need for equity-oriented course transformation. The transformation itself utilizes an array of evidence-based practices, such as active learning with Learning Assistants as facilitators in lectures and recitations, frequent low- A nd moderate-stakes assessments, exam wrappers, and mindset and values-affirmation interventions. We discuss the implementation of these reforms in the context of equity, access, and inclusion, as well as implications for instruction and future research on student outcomes.