Developing student learning goals and assessments for VIPEr learning objects

Submitted by Joanne Stewart / Hope College on Sat, 06/20/2009 - 07:47
Description

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.

Exploring a non-traditional path in STEM: Dr. Vincent Lavallo

Submitted by Sergio Lovera / University of California, Riverside on Wed, 06/29/2022 - 14:17
Description

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. 

Elements Blog Project

Submitted by Emma Downs / Fitchburg State University on Tue, 06/28/2022 - 16:30
Description

VIPEr Fellows 2022 Workshop Favorites

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.

Barbara Reisner / James Madison University Sun, 06/26/2022 - 14:31

SLiThEr #36: CUREs in Chemistry

Submitted by Chip Nataro / Lafayette College on Tue, 06/21/2022 - 16:04
Description

Kari Stone (Lewis University) and Kyle Grice (DePaul University) discuss the implementation of course-based undergraduate research experiences (CUREs) at their schools.

SliThEr #34: Libretext as a Platform

Submitted by Chip Nataro / Lafayette College on Tue, 06/21/2022 - 15:47
Description

Delmar Larsen (UC - Davis) and Kathryn Haas (Duke) describe the Libretext project with a particular focus on needs within the Inorganic Chemistry curriculum.

Literature 3-2-1

Submitted by James F. Dunne / Central College on Sun, 05/22/2022 - 14:24
Description

This is a general assignment given prior to discussing a paper in class.  Students are asked to read a particular literature paper, and then fill out the template giving the citation information of the paper and: three (3) new things they learned from the paper, two (2) questions that reading the paper raised for them or left unanswered, and one (1) reference cited by the paper that the student thinks is worth reading and why.  The assignment helps seed the discussion prior to class, and gives the instructor some information about specific details to discuss to fill in gaps in the students'