Sheila Smith, University of Michigan- Dearborn's blog

21 Jan 2020

NO IDEA WHAT YOU'RE DOING IN LAB? LET US HELP!

Submitted by Sheila Smith, University of Michigan- Dearborn

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.

29 Oct 2018

A change is going to come!

Submitted by Sheila Smith, University of Michigan- Dearborn

It's been a long, a long time coming

But I know a change gonna come, oh yes it will.-  Sam Cooke

A few changes have happened to the VIPEr website overnight! We're rolling out the web content for the next phase of the NSF supported IONiC VIPEr project! And we're super excited to introduce the first cohort of VIPEr Fellows, along with Flo's new snakey BFF, Feller!

11 Jul 2018

Stand back, I'm going to Science!

Submitted by Sheila Smith, University of Michigan- Dearborn

Not to be outdone by my colleagues at the Organometallic GRC, I was reminded of our fun Science T-shirt day at the Dearborn Summer workshop!  Here are some of the entries.  Which ones are your favorites?  Got any more to add?  Post your pictures in the replies on the IONiC VIPEr Facebook page.

16 Feb 2018

Teaching Bonding with Nicolai and Henry!

Submitted by Sheila Smith, University of Michigan- Dearborn

We are excited to announce our next VIPEr summer workshop!  

Our focus is changing slightly from past workshops, but we will still follow our successful model of having (mostly) PUI/teaching faculty interact directly with primarily research R1 faculty to build content pieces for the classroom based on their research.  

18 Sep 2017

Laying the Foundation

Submitted by Sheila Smith, University of Michigan- Dearborn

I'm just starting the third week of my Foundations Inorganic Course, which I like to call GenChem III. This is the course where I tell my science majors the "why?" behind all those pesky Periodic Trends we made them memorize in GenChem. I teach my course pretty heavily focused on bonding and much less on Periodicity. But we do spend some time early on in the course on the orbitals, shielding effects and the repercussions on periodicity.

2 Mar 2017

Playing it Safe- part two

Submitted by Sheila Smith, University of Michigan- Dearborn

How many of us have cringed at the basic lack of chemical knowledge on display on your friend's Facebook page?

What is our responsibility to teach in these circumstances?  Maybe none at all.  This is a social space after all.  

But in our classrooms and teaching labs, our responsibility is different.  

How do we teach our students to be safety conscious without teaching them to be fearful?

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