All VIPEr learning objects are supposed to include clear student learning goals and a suggested way to assess the learning. This "five slides about" provides a brief introduction to the "Understanding by Design" or "backward design" approach to curriculum development and will help you develop your VIPEr learning object.
The slides are geared for students at any level of chemistry. The objective is to give an example of a scholar who followed a non-traditional path to becoming a professor, working while taking classes, taking more time to graduate, and becoming an accomplished researcher. An activity based on obtaining information from a group website is attached at the end of the slides. The hope is to have students obtain information relevant to a certain PI and hopefully will help them make future choices.
The second cohort of VIPEr fellows pulled together learning objects that they've used and liked or want to try the next time they teach their inorganic courses.
Kari Stone (Lewis University) and Kyle Grice (DePaul University) discuss the implementation of course-based undergraduate research experiences (CUREs) at their schools.
Chip Nataro (Lafayette College) leads a live discussion at MARM 2022 held at the College of New Jersey. Topics include what is taught in inorganic chemistry courses and labs as well as the IONiC community in general.
Delmar Larsen (UC - Davis) and Kathryn Haas (Duke) describe the Libretext project with a particular focus on needs within the Inorganic Chemistry curriculum.
This collection features learning objects created to highlight the work of LGBTQIAN+ inorganic chemists in celebration of Pride Month (June) 2022.
Today we are joined by Dr. Barbara Reisner as she discusses the process implemented in a recent faculty search to reduce bias in the hiring process.