Flipping the Thinking on Equality, Diversity, and Inclusion. Why EDI Is Essential for the Development and Progression of the Chemical Sciences: A Case Study Approach

All learners have a contribution to make to the development of the Chemical Sciences, be that in novel ways to teach, and their perspectives and contexts, but also in research, both in chemical education and the wider Chemical Sciences. Through four case studies, this paper explores interactions with diverse groups and how this has altered perspectives on both teaching and research. The case studies include work with visually impaired adults, a project bringing together First Peoples in Australia with academics to explore old ways (traditional science) and new ways (modern approaches), primary (elementary) school perspectives on teaching science, and a project in South Africa to connect university and township communities. Not only do these case studies demonstrate the immense value these diverse groups bring to our understanding about how to learn, but they also bring new perspectives on how to view and solve chemical problems.

was required to ensure their safety and that of demonstrators.Demonstrators were aware that the dogs were present.Summer schools ran for three consecutive years and ran from Sunday on week 1 through to Friday of week 2. The students were housed in a hall of residence and taught (non-practical) sessions were carried out in the hall of residence to reduce travel.There were twenty students on each course, and each had a sighted guide (who were trained to work with visually impaired adults but were not necessarily trained in science) for all taught (practical and nonpractical) sessions.The sighted guide was assigned to the same student throughout the course.In practical sessions there three academic leads, a senior technician on hand at all times (with other technical staff being present as required depending on the practical).Five experienced demonstrators (postgraduate chemistry students who had demonstrated in the undergraduate laboratories for at least two years) were present for all practical sessions.
Training from the University of Bristol disability unit was given to all staff and demonstrators before the course started.
Practical sessions were carried out in an appropriate venue, all chemistry practicals (indicated in the later schedule) were carried out in the School of Chemistry undergraduate laboratories.Any practicals involving food were conducted in a food safe laboratory, in this case guide dogs were not permitted into the venue, but students had sighted guides with them at all times.

Courses
A. What is matter made of?B. The human body, its chemistry and structure

C. Climate chemistry
Talks associated with the course would be supported with Braille diagrams and where possible, speakers were asked to provide some tactile supporting material.Of relevance to this paper, in all three courses we ran workshops where we looked at chemical structure using moly-mod type molecular modelling kits.For courses A and C we looked at examples of gases in the air (e.g.N 2 , O 2 , CO 2 ) and for course C we looked at why some gases can be greenhouse gases.For course A and B we looked at different solid structures (crystalline and macromolecules) and where appropriate compared them with real exhibits.For course B, the students constructed amino acids and combined them into groups of 4 bonded amino acids and the students then spent time feeling the different 4-amino structures and compared this with the idea of different keys.They also constructed simple receptors for these structures and the students worked out which 4-amino structure would bind to which receptor.There was some preliminary investigation into the change of shape of the receptor as a whole on binding.We investigated polymer structures, in courses 1 and 2 initially using a workshop from school outreach called 'Why does Jelly Wobble, S1 and then carried out practical experiments (described later) for course A and used physical models of human anatomy to distinguish between solid structures such as bone and solid structures that were flexible such as muscle in course B. The students also had an opportunity to work with an artificial human (commonly called Stan) used by undergraduate medical students.Talks were given by members of the science, engineering and life sciences community and sessions ran for 2-3 hours and included some breaks, opportunities to explore tactile resources etc. and for students to lead discussion.The core topics covered in each course were;

Course A (core topics)
The periodic table of the elements, the building blocks of all matter.
Common gases and their structure, why is a gas a gas?Water, the universal solvent Liquids, their viscosity and other properties Solids, crystalline materials, soft solids and macromolecules.
Metals, why they are good conductors but not all are magnetic (they were several other talks on metals looking at different properties)

Course B
The skeleton, its form and use and what bone is made of Stretchy solids, why they are essential in the body and why they stretch Inside a cell (followed by DNA workshop) The kidney, the great shape sorter

Electrics and mechanics of the heart
The brain, the control module The liver, the unsung hero

Course C
A simple model of the Earth's climate S2 Ways to offset climate change S3, S4 The role of plants in the Earth system Oceans and climate forcing Air pollution and climate change

Stratospheric ozone destruction and its rebirth
The practicals undertaken during the courses were; Titrations (to determine metals levels in water samples -linking with courses A and C and carbonate and hydrogen carbonate titrations).Students were assessed to determine what they were able to do and were comfortable to undertake in the laboratory.Some, with partial sight could set up and conduct the experiment with support.Students with no sight either had significant support to set up the experiment or had the experiment set up for them.
Students (and their sighted guides) were guided through a titration and then further support was provided by demonstrators and academics as required.Some students preferred to guide the sighted guide through the experiment.The end points were determined optically, through either a photodiode detector which the student (if they had partial sight) could detect by contrast (either colourless to coloured transition) or by the sensor being connected to an inhouse talking device.
Electrochemistry S5 (to determine electrode potentials and how these vary with concentration of solution for example) experiments linked to all courses and allowed an investigation of the concept of pH, conductivity and metal reactive series and the principles of batteries in course C in particular.Here a voltmeter was attached to a talking meter and students and their guides were able to record data and other output devices were used.In addition, in course C, we used Gratzel cells in some experiments.
Kinetics (iodination of propanone) using an optical sensor to determine the variation in iodine concentration.Experiments allowed students to determine reaction order with respect to [propanone], [H + ] and [Iodine].
Perfume workshop S6 Students were given access to nine fragrances and instructed in how to combine certain fragrances as a group.Students were then allowed to experiment with mixtures to create their own perfume.

Metal analysis
Conductivity and resistance of common metals and their alloys using appropriate meters.

Case study 2: First Peoples in Australia S7
A list of activities that are part of the Old Ways New Ways projects are given in table S1.We provide details of two of the activities that are particularly relevant to this paper.Typically, up to 30 students take part in any activity and these may take part indoors or outdoors.Table S1.A list of activities undertaken in the Old Ways New Ways programme.

Activity 4 Using ash to clean
Personal hygiene and cleaning of food containers and cooking utensils are key to living without illness.Aboriginal people used wood ash as a cleaning product.Combining ash with hot water forms a paste that is used to clean utensils.S8 CaCO 3 is a major component of this ash and can help to dissolve fats and oils when in solution.In the investigation, comparison between modern soap and the ash in cleaning items (e.g.time taken to clean the item) is recorded and compared.

Activity 9 Zamia plant compared with modern nappies
The zamia palm is a high shrub found in the Jarrah forests in south west Western Australia.
Aboriginal people used the woolly material found around the base of the fronds on top of the trunk of the Zamia as a nappy for many years before modern nappies were developed.Images are courtesy of the OWNW team (contact m.wajrak@ecu.edu.au).
The investigation involves comparing the absorbent lining in a modern nappy with that from the zamia plant.For a given weight of nappy and zamia plant, water is added until no more can be absorbed and the volume of water used us recorded.

Case study 3: Primary (Elementary) School Science Teachers
Relevant activities are covered in the following papers.S9, S10 Undertaking the demonstration lecture demanded a range of skills, preparation, timing, adapting if experiments didn't work but engaging with the audience and using appropriate language was a key response.

Personal growth
Data shows that students were challenged by the course, from communication skills to preconceived ideas about the students and reported that they had developed as a person and as a scientist.

Figure S1 .
Figure S1.Zamia plant shown on the left and the woolly material from the plant on the right.