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.

Publications Describing Educational Games in the Chemistry Classroom

Submitted by Brad Wile / Ohio Northern University on Sun, 09/04/2022 - 11:27
Description

A sampling of the peer-reviewed literature describing the use of educational games in the undergraduate chemistry classroom. Given that well over 200 publications exist on this topic, this is intended to whet one's appetite for chemistry games rather than be an exhaustive list.

 

SLiThEr #37: Inclusivity and Identity in Inorganic Chemistry

Submitted by Kyle Grice / DePaul University on Mon, 08/29/2022 - 13:28
Description

This SLiThEr was presented by Nancy Williams (Keck Science) and Benny Chan (The College of New Jersey) on Inclusivity (particularly from the LGBTQ+ perspective, but in a broader sense as well) in Inorganic Chemistry, with a focus on the inorganic chemistry classroom. 

Check it out here: 

Things to do on the first day of inorganic class!

Submitted by Kari Stone / Lewis University on Thu, 08/11/2022 - 13:58

This is a collection that will help when you are deciding how to introduce inorganic chemistry and/or assess prior knowledge in your inorganic class on the first day.

Games Throughout the Inorganic Chemistry Curriculum

Submitted by Brad Wile / Ohio Northern University on Thu, 07/28/2022 - 13:59

This collection includes several games and activities suitable for instructional use in the classroom or laboratory. In a recent Inorganic Chemistry editorial, Zachary Thammavongsy and Madalyn Radlauer describe the use of educational games as a tool for active learning. The full article may be found at https://doi.org/10.1021/acs.inorgchem.2c02544

You are encouraged to explore the items below, and use them as is (or with modifications) in your classroom or laboratory. Have fun!

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

Lattice Structures Visualizer

Submitted by Stephanie Poland / Rose-Hulman Institute of Technology on Sun, 06/26/2022 - 14:33
Description

This Lattice Structures Visualizer is useful to see simple cubic, body-centered cubic, face-centered cubic, NaCl, CaF2, and hcp lattice structures. You can add atoms/ions layer by layer, break them apart into individual unit cells, and perform other modifications to better observe the structures without physical models. I use this routinely in my general and inorganic chemistry classes.

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.