Titrating Teaching: An Interdisciplinary Case Study of Online and Face-to-Face Undergraduate Biochemistry Instruction †

Abstract

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, across two distinct modalities: face-to-face and online.