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.
This is the third in a series of SLiThErs about teaching advanced inorganic chemistry topics. In this SLiThEr, Joyce Pham (CSU San Bernardino) leads a discussion on “Solid State Chemistry for Undergraduates."
In this SLiThEr, we discuss the construction, implementation and results of a departmental climate survey. Included with the LO are the questions that were administered to students as part of the climate survey.
Patrick Barber (The University of West Florida) demonstrates strategies to teach f-block chemistry to undergraduates.
Dr. Black shares what she learned at a workshop on Discipline-Based Education Research!
Here's the video:
Have you heard about alternate grading systems such as specifications (specs) grading, but don't think you have the time or energy to remake a whole curriculum? Come hear about a hybrid-points-specs grading system! The hybrid system does not require a complete course redesign, but still integrates standards-based grading practices that promote mastery of material and make grading easier. Implementation and outcomes in general chemistry and inorganic chemistry classes is discussed.
Dr. Rebecca Jones from Geoge Mason University presented and led a discussion on peer review in chemistry. The Youtube Video is shown below and linked as well.
Our panelist, Madalyn Radlauer (San Jose State), Jacob Lutter (Univ. Southern Indiana), and Chris Whitehead (Union College), discuss how to approach the PUI faculty job search.They bring the perspectives of those who have recently navigated the process and those who have served on faculty search committees.
A colleague and I started using this Peer Review "lab" activity in our studio-based General Chemistry II course to get students to critically think about what they and their peers were writing on lab reports. When the studio-based course was axed, we continued it in the traditional lab during the fifth or sixth week of a 14 week semester.