As pretty much all of us have been doing over these last couple of weeks, I've been re-imagining what my classes will look like now that I'll be teaching remotely. I've wondered how we'll manage general chemistry labs, whether or not summer research will happen, and how I should be assessing students during this time. One thing that has helped tremendously - being in touch with colleagues - not just at my own instituion but from all over the IONiC community.
As colleges and universities move to limit person-to-person contact at this time I have had several people on- and offline ask me about teaching remotely. There are a number of threads on Twitter that I've scanned but to be honest, I've been so busy trying to figure out what I'm planning to do that I decided to just type up some thoughts and hopefully people can chime in with their own comments.
The cyclical nature of academia means that the time of change is upon us. This is the season where some may be looking for a position, some may find a new position, and some may even lose a position.
Just a reminder that some big IONiC VIPEr events are coming up in the next month or so.
The Philly ACS has been cancelled. We are looking into alternative options for doing virtual presentations.
Who among us hasn't filled up one to two (or more) pages with a teaching philosophy statement???
Whether for job, tenure, promotion, or award applications, preparing a teaching philosophy statement is a time honored tradition in academia. Buzz words are incorporated, descriptions of what we and our students are doing are included, and each statement is tailored in some way to the application guidelines.
But what if there were extreme contraints on the statement?
What if you had to capture the essence of your approach to teaching?
While graduation is a few months away, many of us are beginning to think about end of year student recognitions. The website to nominate your students for the 2020 ACS DIC Undergraduate Award in Inorganic Chemistry is now open: http://www.ionicviper.org/dicaward
Are you planning to attend the 2020 Biennial Conference on Chemical Education this summer? Consider presenting in the "Advancing Teaching in Inorganic Chemistry" symposium!
Faculty who have developed new laboratory experiences or classroom activities are welcome to submit and presenters may elect to share fully developed or pilot exercises. Inquiry and/or research-based activities are particularly welcome. Submissions related to teaching innovations at the undergraduate and/or graduate level are welcome.
It's that time of year again, time for Inorganic lab. I love it and hate it. There's no other experience in our program that makes a student chemist feel more like a real chemist than our Capstone Laboratory Experience, but I always feel like my experiments are dated, and my students aren't challenged to see what inorganic chemistry really is.
Do you wish your students would read and remember more of your syllabus? Would you like to learn about the students in your classes before the first day? A few semesters ago, a colleague introduced me to the concept of the “Interactive Syllabus”, a web-based survey delivery of syllabus content to your students prior to the first day of classes. The template is customizable and designed to be engaging, informative, and easy for students to use.