Challenges and Instructional Strategies in Teaching Chemistry to First-Generation Students and Returning Adult Learners

Dr. Udaya K Jayasundara

Assistant Professor of Chemistry

University of Maine at Presque Isle

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University of Maine System map

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Chemophobia

• Fear of or aversion to chemicals or chemistry
• I didn’t do well in that
• I was not a fan
• I did not like my chemistry teacher
• Lot of mathematics
• Lot of memorizing
• You’ve got to be smart

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Hardest Subjects to Teach, Learn, or Master

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Outline

• First-generation and returning adult learners
• Barriers to learning
• Gaps, Challenges & Transparency
• Strategies

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First-Generation Students

• First in family to go to a college
• Parents did not earn college degrees
• Make up about 54% of U.S. undergraduates (around 7 million)
• Have had less exposure to academic culture

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Returning Adult Learners

• Age 25+ or above
• Work, family, and finances
• Return school for
• career advancement
• increased income
• personal fulfillment

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Photo credit: https://www.csi.cuny.edu/

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Barriers - Academic

• Abstract concepts
• Mathematics
• Symbolic language
• High cognitive demand
• Lack of resources

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• Atoms, molecules, compounds
• Algebra and calculus
• 2H₂(g)​+O₂​ (g)​ →2H₂​O (g)​
• Multi-step stoichiometry
• Textbooks, calculator, laptop

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Barriers - Nonacademic

• Time constraints
• Financial stress
• Transportation/Childcare
• Technology and familiarity
• Imposter syndrome

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• Work commitment
• Affordability of resources
• Access to transportation/ Caregiving responsibilities
• Struggle to use tools
• Feels they don’t belong or “smart enough”

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Examples

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Gaps, Challenges & Transparency

• Science background
• Math foundation
• Lab exposure
• Study skills

• Office hours
• Email etiquette
• Lecture expectations
• Lab reports
• Academic rules

• Learning objectives
• Problem solving
• Consistent structure
• Grading rubrics
• “Why this matters”

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Strategies

• Scaffolded Learning
• Contextualized Chemistry, Active Learning and Multiple Representations
• Low-Stakes Assessment & Lab Accessibility
• Support Systems
• Inclusive Classroom Climate

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Scaffolded Learning

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• Determine the mass of table salt need to prepare a one liter of one molar solution
• Break complex problems into stages
• Table salt, mass, molar mass, one molar solution
• Provide worked examples then independent work
• Gradually remove supports

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Contextualized Chemistry, Active Learning & Multiple Representations

• Graphs
• Models
• Equations

• Clicker questions or polling
• Small group discussions
• Peer instruction in class

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Low-Stakes Assessment & Lab Accessibility

• Weekly quizzes
• Practice exams
• In-class checkpoints
• Online homework with unlimited attempts

• Pre-lab videos
• Clear lab protocols
• Group assignments
• Lab report templates
• Safety

• Reduces test anxiety
• Encourages study habits
• Builds mastery over time

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Supporting Learners

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• Academic norms
• Encourage office hours
• “how to succeed in this course”
• Offer mentorship connections

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First-Gen

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Conclusions

• Chemistry is often perceived as “high barrier” STEM
• Equity gaps persist in STEM retention
• Barriers are often structural, not individual
• First-gen and adult learners bring diverse strengths with structural challenges
• Excellent strategies can significantly influence success

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Success

Resources

Dedication

Support (9:1)

Success

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