The Future of Laboratory Chemistry Learning and Teaching Must be Accessible

Abstract

This commentary is a call to make the future of chemistry laboratories accessible and inclusive. We draw from research and lived experience to put forward a list of recommendations for laboratory-based teaching. Our authorial team includes undergraduate and postgraduate chemistry students, graduate teaching assistants, teaching-focused and traditional research and teaching academics, and a Diversity Equality Inclusion (DEI/EDI) academic expert. We all have lived experiences of disability, chronic illness, neurodivergence, and other marginalizations related to race, religion, sexuality, or other characteristics. We believe that laboratory-based chemistry learning environments, teaching, assessment, and resources should be accessible to all students and staff.

Figure 1

Quote from the UN Convention on the Rights of Persons with Disabilities (CRPD) adopted in 2006. [Descriptive text: text on pale pink background reads UN Convention on the Rights of Persons with Disabilities (CRPD): “...disability is an evolving concept and that disability results from the interaction between persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others.”]

Figure 2

Cartoon representing toxic cultures experienced by disabled people in chemistry laboratories from other students, instructors, or colleagues. The purple figure represents a disabled person; the disability status or specific roles of the other figures is deliberately undefined. [Descriptive text: four panels showing cartoons of exchanges in the lab. Panel one: “Yesterday was a really bad day”, “You don’t seem sick”, thought bubble follows “Here we go again”. Panel two “I know exactly what you are going through”, thought bubble “Of course you do”, “Have you tried deep breathing and meditation”. Panel three: “I promise I’ll make up for the day I missed”, “Smart. We don’t want people thinking you are a slacker. Ha Ha!”. Panel four: thought bubbles “Wow Is this the pain Olympics?” “Am I disabled enough?” “When did everyone become disability experts?”, “I don’t have the stamina and memory to be a scientist” “Am I broken?”.]