VOICES Activities
Chemistry
Classroom activities, scholarship, and resources connecting chemistry to students’ identities, communities, and lived experiences.
Chemistry courses at John Jay College serve students across Forensic Science, Toxicology, and Cell and Molecular Biology. The activities and resources below were developed or curated by VOICES faculty to help students see themselves in chemistry — not just as consumers of content, but as people whose identities, cultures, and communities have always had a relationship with the chemical world. Everything here is free to use and adapt.
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Classroom Activities
Click any activity to expand the full description, learning goals, and implementation notes.
Faculty
Lissette Delgado-Cruzata
Institution
John Jay College
Estimated Time
~1 week (post due Day 5, responses due Day 7)
Learning Goals
- Locate and describe elements using periodic table conventions including atomic number, group, period, and key properties
- Connect personal or cultural identity to scientific knowledge
- Articulate why chemistry is relevant to one’s own background and experience
- Engage meaningfully with classmates’ scientific and cultural perspectives
How the Activity Works
Students create a Discussion Board post with three components:
- Part 1 — Element description: Location in the periodic table, discovery history, main characteristics, and a visual.
- Part 2 — Personal connection: Why this element matters to the student personally or culturally, which aspect of their identity led to this choice, and a visual expressing that connection.
- Part 3 — Peer response: Substantive comments on at least two classmates’ posts, referencing both the element chosen and the peer’s stated identity connection.
“We all have unique identities, come from different backgrounds, and possibly different areas of the world. Use this assignment as an opportunity to share your identity, cultural heritage, and/or history with your classmates! Using the periodic table, choose an element that you feel connected to — think about this broadly.”
Why This Matters for Inclusion
When students see their own culture and background reflected in course content they are more likely to feel they belong in the discipline — a key predictor of STEM retention. This activity is accessible early in a chemistry course because the expertise it requires is personal not technical. The required peer comments create classroom community around shared curiosity and expand what the course covers culturally.
Materials Needed
- LMS with discussion board (Blackboard, Canvas, or Moodle)
- Periodic table reference (any version)
Implementation Tips
- Works in any LMS with a discussion board including Blackboard, Canvas, and Moodle
- Suggested timeline: original post due Day 5, peer responses due Day 7
- Grade primarily on completeness and engagement — the personal connection does not need to be scientifically complex
- Consider opening the next class with 10 minutes discussing surprising or unexpected connections that emerged
- Pairs well with a brief lecture on the social and colonial history of element discovery and naming
Scholarship
Peer-reviewed research on making chemistry classrooms more inclusive, diverse, and equitable. Selected and annotated by VOICES faculty.
Analytical chemistry
Diversity and inclusion in analytical chemistry education
Published in Analytical and Bioanalytical Chemistry. Explores structural barriers and practical interventions for creating more equitable analytical chemistry learning environments.
Organic chemistry
Inclusive practices in organic chemistry instruction
Published in Organic Letters. Addresses representation gaps and evidence-based strategies for broadening participation in organic chemistry courses.
Chemical education
Culturally responsive pedagogy in chemistry
Published in the Journal of Chemical Education. Examines how culturally responsive teaching frameworks can be applied within introductory chemistry curricula.
Chemical education
Identity-affirming practices in undergraduate chemistry
Published in the Journal of Chemical Education. Documents approaches to affirming student identity in chemistry classrooms with attention to underrepresented populations.
External Resources
Curated databases, websites, and tools for finding diverse scientists and integrating representation into chemistry courses.
Scientist database
Diversity in Chemistry
Curated resources for Intro, Biochemistry, and Organic Chemistry — scientist bios, pictures, PowerPoints, and links organized by course level.
Scientist database
Princeton Scientist Spotlights
Well-organized database from Princeton’s Council of Science and Technology. Scientists categorized by field — students can search for scientists relevant to specific course material.
Classroom integration
Scientist Spotlights — Chemistry
Scientists with photos and research blurbs plus classroom integration tips, assignments, bios, videos, and articles organized for chemistry courses.
Open database
DiversifyChemistry
Community-maintained database where scientists can add their own entries. Useful for finding current working chemists from underrepresented groups.
Video resource
Women in Chemistry — Science History Institute
Eight 15-minute documentary videos about women in chemistry plus articles on the historical role of women in chemistry and pharmacy. Ready to assign as course viewing.
Research tool
Female Organic Chemists
Data-driven resource tracking female organic chemists at universities worldwide. Useful for students researching representation and for instructors building diverse syllabi.
Videos
Video resources selected by VOICES chemistry faculty for classroom use or professional development.
To add more videos: paste any YouTube URL into a new Embed block directly below this one.
Have a chemistry activity to share?
VOICES welcomes contributions from faculty at any institution. If you have developed an activity connecting chemistry to student identity, community, or careers — we want to feature it here.
