Although many science education researchers have investigated developing science education at the K-12 levels to meet the needs of underrepresented students in science, far fewer have considered how shifts to online instruction in undergraduate science courses might provide insights into better supporting the achievement of students from diverse backgrounds at the university level. This case study aims to fill this gap by engaging in a reflective interdisciplinary "deep dive" into the instruction of one biochemistry professor at a designated Hispanic Serving Institution (HSI), across two distinct modalities: face-to-face and online. The findings reported here suggest that the use of formative assessments and student feedback surveys, as well as responsive instructional strategies, facilitate access to and comprehension of complex material in the online modality, without diminishing achievement. Additionally, the reflective collaboration deployed methodologically in this study highlights how higher education faculty can marshal intellectual resources across distinct disciplines to identify and develop responsive pedagogy in advanced science courses at the university level.

中文翻译：

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滴定教学：在线和面对面的本科生化学教学的跨学科案例研究。

尽管许多科学教育研究人员已经研究了在K-12级别上发展科学教育以满足科学领域代表性不足的学生的需求，但很少有人考虑过如何在本科科学课程中转向在线教学可能会提供见解，从而更好地支持来自以下领域的学生的成就在大学层次上具有不同的背景。本案例研究旨在通过两种不同的方式：面对面的和网上的方式，通过对指定的西班牙服务机构（HSI）的一名生物化学教授的反思性跨学科“深度潜水”来填补这一空白。此处报告的调查结果表明，使用形成性评估和学生反馈调查以及反应迅速的教学策略，在不降低成就的前提下，促进在线形式中复杂材料的访问和理解。此外，本研究在方法上进行的反思性合作突出显示了高等教育教师如何在不同学科之间调动知识资源，以识别和发展大学一级高级科学课程中的响应式教学法。