Well, THAT didn’t go as planned

Submitted by Catherine / East Tennessee State University on Thu, 04/08/2021 - 23:28

     Our first Fellows workshop in the summer of 2019 seems like forever ago now. I left the workshop with so many great ideas and plans for my course. I wanted to practice being a better facilitator of group discussion and in-class group work, to encourage all students to participate.

A VIPEr Fellowship: The Gift that Keeps On Giving

Submitted by Craig M. Davis / Xavier University on Wed, 03/03/2021 - 09:26
Reflection Piece 2

My term as a VIPEr Fellow officially began on March 29, 2018, when I accepted the offer from Joanne Stewart to be a member of Cohort #1. The next academic year I video-recorded lectures and passed out surveys in preparation for our June 2019 workshop.

Resiliency during a challenging time

Submitted by Todsapon T. / University of Evansville on Thu, 12/17/2020 - 12:45
Reflection Piece 2

For many of us, the past two semesters may have been the most challenging semesters that we have ever had, not only with classes suddenly being shifted online, but also many other administrative issues like a decrease in enrollment and academic support that negatively affect our morale and our ability to teach.

A Welcome to the Chemistry Learning and Teaching Community

Submitted by RTMacaluso / University of Texas Arlington on Wed, 12/16/2020 - 09:08
Reflection Piece 2

As I reflect over the past two years as a VIPEr Fellow, I cannot help thinking about Raphael’s fresco, Scuola di Atene (School of Athens). Now, to liken the VIPEr fellows with Plato and Aristotle would be far-fetched.

Becoming the instructor I knew I wanted to be

Submitted by Caroline Saouma / University of Utah on Wed, 11/11/2020 - 21:37
Reflection Piece 2

I signed up to be a VIPEr fellow the first year I taught undergrad chemistry. The class was taught traditionally, and I struggled to teach it effectively. Many of my students have families and/or work, leaving little time for studying outside of class (course enrollment ~ 60-80 students). I relied on this website extensively for ideas to make class time more fun and interactive, so being a fellow made sense to me. In addition to being more effective at teaching, I wanted to create a nurturing and inclusive environment. 

If a tree falls in the forest (lecturing on Ligand Field Theory) but no one’s listening, does it make a sound?

Submitted by Gary L. Guillet / Georgia Southern University Armstrong Campus on Mon, 09/28/2020 - 15:54
Reflection Piece 2

My charge with this reflection is to try and communicate how being a Fellow impacted my teaching of inorganic chemistry and, more broadly, how participation as a Fellow impacted me as an educator between the 2019 school year, the workshop the following summer, and the 2020 school year.

How I Learned to Stop Worrying and Love Solids

Submitted by Kari Young / Centre College on Mon, 08/10/2020 - 15:51
Reflection Piece 2

For VIPEr Fellows, there are two types of people: bonding and solids. Fellows are asked to pick one of these two common topics in foundational inorganic chemistry courses as a specific focus for our course transformation efforts. When I became a Fellow, I joined the “solids” group for two reasons.

Building confidence one workshop at a time

Submitted by Todsapon T. / University of Evansville on Wed, 10/30/2019 - 13:43
Reflection Piece 1

The workshop was an eye-opening experience on how I develop, implement, and assess my inorganic chemistry class.  Information shared by the other fellows were highly valuable and instructive.  I learned a lot about different styles and new ideas of teaching.  I have to be honest that I was (still am) more of a traditional instructor and I was skeptical of implementing online materials such as those in the IONiC VIPEr website.  However, the workshop included many hands-on experiences which gave me directions and built my confidence in incorporating online materials in class.

Neoteric Views on setting up the teaching goal

Submitted by Weiwei Xie / Louisiana State University on Wed, 10/23/2019 - 13:54
Reflection Piece 1

I had been teaching Advanced Inorganic Chemistry for three years before the workshop. I was struggling with various students' backgrounds: some are undergraduate students, some are graduate students; some graduate students already learned advanced inorganic chemistry when they were undergraduate students; some had not. It seemed impossible to set up concordant goals for the class.