Table of Contents
Theoretical Frameworks
The course design and its assessment were informed by several critical theoretical frameworks:
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Tripartite Integration Model of Social Influence (TIMSI):
TIMSI identifies self-efficacy, identity, and value alignment as key predictors of a student’s integration into a scientific community. By enhancing students’ abilities to associate with the values of the department and the broader scientific mission, the course aims to bolster both persistence and success in the field. -
Critical Race Theory (CRT) and Feminist Science:
These frameworks provide tools to interrogate the embedded biases found within traditional scientific practices. They emphasize the need to expose and counter the structural inequities that influence whose voices are heard in science, thereby fostering an environment where minoritized perspectives are not only acknowledged but are essential to the creation of knowledge. -
Institutional Diversity Interventions Framework:
This perspective stresses the role of formal strategies in overcoming systemic biases. The course draws on these ideas by encouraging reflective practices and by promoting curricular and structural changes that actively support a more inclusive scientific community.
A schematic diagram outlining the relationship among these frameworks is presented below.
Table 2. Theoretical Frameworks and Their Role in Shaping the Course
| Framework | Core Components | Course Impact |
|---|---|---|
| TIMSI | Self-efficacy, Identity, Value Alignment | Enhances sense of belonging and perseverance |
| Critical Race Theory & Feminist Science | Analysis of structural bias, cultural narratives | Encourages critical examination of research biases |
| Institutional Diversity Interventions Framework | Strategic structural changes for inclusivity | Supports development of inclusive departmental norms |
Impact and Outcomes
The initial implementation of the “Scientific Responsibility and Citizenship” course has yielded promising results. Pre- and post-course surveys and follow-up interviews with participating students reveal that the course has:
- Raised awareness about the myriad ways that scientific research impacts society, including both benefits and potential harms.
- Increased students’ self-reported sense of identity as scientists who are accountable for the societal implications of their work.
- Fostered greater alignment between personal values and the broader community values promoted within the department.
- Provided practical strategies for recognizing and countering implicit bias, particularly those related to diversity, equity, and inclusion in scientific research and practice.
The success of the course is attributed not only to its content but also to its integration within a range of departmental activities. Faculty from multiple sub-disciplines are encouraged to incorporate relevant discussions into their own courses, thus reinforcing the course’s themes across the curriculum.
Challenges and Future Directions
While the initial data are encouraging, integrating social responsibility and DEI into a traditionally technical discipline carries challenges. One significant barrier is the historical separation between scientific training and discussions of social impact. Many students have entered graduate programs with minimal exposure to the societal ramifications of scientific research. Overcoming this requires not only curricular change but also a broader shift in departmental culture.
Future directions to augment this initiative include:
- Enhanced Longitudinal Assessment: Extending the survey and interview process to capture long-term changes in student attitudes and retention.
- Integration with Research Practice: Developing modules that connect the course material directly with ongoing research projects, thereby reinforcing the relevance of social responsibility in everyday scientific inquiry.
- Inter-departmental Collaboration: Sharing best practices across sciences to establish a model for integrating DEI and social impact throughout STEM curricula.
- Faculty Development: Training and incentivizing faculty to bring these topics into their classrooms and research groups.
Data Table: Summary of Key Survey Data
Below is an example summary table that highlights the observed changes in student perceptions as measured by pre- and post-course surveys.
| Survey Question | Pre-Course Average Score (%) | Post-Course Average Score (%) | Improvement |
|---|---|---|---|
| Awareness of societal impacts of chemistry | 40 | 85 | +45% |
| Identification as a member of the scientific community | 50 | 90 | +40% |
| Alignment with departmental and community values | 45 | 92 | +47% |
This table reinforces the substantial positive shift in students’ self-reported attitudes after completing the course.
Frequently Asked Questions (FAQ)
What is the main goal of the “Scientific Responsibility and Citizenship” course?
The course is designed to deepen graduate students’ understanding of the broader impacts of chemical research on society and to foster a culture of responsibility, inclusivity, and critical self-reflection. It seeks to empower students—especially those from minoritized backgrounds—by demonstrating that diverse perspectives are essential to scientific excellence.
How much time does the course require?
The course involves a relatively low time commitment of approximately six hours of direct instruction, supplemented by interactive discussions and reflection exercises integrated into students’ broader academic routines.
Which theoretical frameworks inform the course content?
The course draws on the Tripartite Integration Model of Social Influence (TIMSI), Critical Race Theory in conjunction with feminist science perspectives, and an institutional diversity interventions framework. These frameworks help students understand how self-efficacy, identity, and value alignment influence their integration into the scientific community, and highlight the need to counteract systemic biases.
How was the effectiveness of the course measured?
Effectiveness was assessed through pre- and post-course surveys and follow-up interviews that measured changes in students’ awareness of science’s societal impacts, their sense of belonging in the scientific community, and their alignment with departmental values. The student survey data demonstrated significant improvements across these metrics.
Are the course materials available for other institutions?
Yes. All teaching materials, including course syllabi, annotated slides, handouts, and survey instruments, are provided as supplementary information in the associated Electronic Supplementary Information (ESI) document available at https://doi.org/10.1039/d4sc03261f.
References
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Xia, K. T., Toste, F. D., Francis, M. B., & Baranger, A. M. (2025). Integrating social responsibility and diversity, equity, and inclusion into the graduate chemistry curriculum. Chemical Science
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National Science Foundation. (n.d.). NSF – National Science Foundation
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World Health Organization. (2024). Abuse of older people
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Yon, Y., et al. (2017). Elder abuse prevalence in community settings: A systematic review and meta-analysis. The Lancet Global Health 17)30006-2
FAQ
What motivated the creation of the course?
The course was developed in response to longstanding criticisms that graduate STEM curricula often neglect the broader impacts of scientific research. Recognizing that the research community is not fully representative of society and that structural biases persist, the course aims to empower students to reshape scientific practice in a more inclusive and socially responsible manner.
How does the course benefit minoritized students?
By addressing both the systemic barriers present in the field and the importance of diverse perspectives, the course provides minoritized students with validation and practical strategies. This improves their sense of belonging and increases retention by aligning their personal values with the ethos of the scientific community.
Is this approach applicable to other STEM disciplines?
Absolutely. While the course is presently offered in the Department of Chemistry at UC Berkeley, the integration of social responsibility and DEI into graduate education is relevant across all STEM disciplines. The frameworks and methods used here can serve as a model for other departments and institutions aiming to foster a more inclusive research environment.
Can other institutions access the course materials?
Yes. All teaching guides, handouts, and assessment tools are made available as supplementary materials. Institutions interested in adapting the course can access these resources via the provided DOI link.
Where can I find more information about the broader impacts of chemistry research on society?
In addition to course materials and the associated ESI document, you may consult resources provided by the National Science Foundation and reports from the World Health Organization that discuss the societal implications of scientific research. These resources offer extensive background information on the need for integrating social responsibility into STEM fields.