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.
In this SLiThEr, Bridget Gourley (DePauw University), Joe Reczek (Denison University), and Kari Stone (Lewis University) discuss getting involved in CUR from the perspectives of a long-time representative, the chair of the chemistry division of CUR, and a fairly new division representative. Learn about the resources and community that are available to support your research.
This is the 55th SLiTher, entitled "Chemical information meets AI -The continued need for information literacy training", presented byJudith Currano This presentation was an related to Judith's recent fall ACS meeting presentation which explores how research search engines perform searches and how to train students to better utilize these resources.
In this SLiThEr, Sarah St. Angelo from Dickinson College shares some of her strategies for helping students remember concepts and skills from prior coursework that they "should" remember before her junior/senior inorganic course. Student-led review presentations, LMS-based warm-up topics and quiz, and a rapid collaborative recollection of models of bonding help Sarah's students remember important ideas and take ownership of their learning from early in the semester.
I am currently in the process of teaching flipped General Chemistry I for the second time. The first time I did it, I do not think I did a great job of 'selling' the students on this modality of learning. I received some very negative student comments including one that suggested this was just a lazy method of teaching. So, I've made some changes the second time, in particular my pitch of the idea.
In this SLiThEr, Amanda Reig (Ursinus College), Caleb Tatebe (Presbyterian College), and Ariela Kaspi-Kaneti (University of La Verne) discuss the process of applying for PUI faculty positions from both the point of view of the search committee and the recently hired.
This activity is a self-paced student activity focused on learning effective studying and learning approaches. The activity is broken into six steps/parts:
The idea of providing experiential learning experiences in lecture sections of 150+ students can seem impossible. While more traditional internships or field work may be out of reach with these enrollments, less traditional, but still impactful options exist. We will discuss the general idea of experiential learning and provide some examples of how we have incorporated this idea into our general and inorganic courses, addressing both content and the course structure and support that can be helpful.