Developing student learning goals and assessments for VIPEr learning objects
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.

Joanne Stewart / Hope College Sat, 06/20/2009 - 07:47
SLiThEr #33: Development, Implementation, and Successes of a Blind and Scaffolded Faculty Search
Description

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.

Chip Nataro / Lafayette College Wed, 05/04/2022 - 07:39
SLiThEr #32: Detangling Chemistry Ed Research, Scholarship of Teaching & Learning, and Science Education
Description

Chip Nataro / Lafayette College Wed, 05/04/2022 - 07:35
SLiThEr #31: Using "Process Oriented Guided Inquiry Learning" (POGIL) in your classroom!
Description

In this session, facilitators Wayne Pearson, Tim Herzog and Kim Mullane will introduce you to the benefits of using Process Oriented Guided Inquiry Learning (POGIL) in your classroom. POGIL is a student-centered, group-learning instructional strategy and philosophy developed through research on how students learn best.

Chip Nataro / Lafayette College Wed, 05/04/2022 - 07:31
VIPEr nanoCHAt : NeWBiEs Spring 2022 Learning Objects

This collection accompanies the IONiC VIPEr nanoCHAt video series NeWBiEs, recorded in Spring 2022. This series is comprised of weekly conversations with two IONiC members, Wes Farrell and Shirley Lin from the US Naval Academy, as they taught a foundation-level inorganic chemistry course for the first time. The LOs discussed in the videos are included in this collection.

Shirley Lin / United States Naval Academy Wed, 02/02/2022 - 18:07
SLiThEr #26: Foray into Alternative Grading Methods
Description

Inspired by 

Chip Nataro / Lafayette College Fri, 11/05/2021 - 08:40
SLiThEr #27: A mental health conversation - Warning signs, normalization, and responses
Description

As with chemistry, mental health is something we learn more about every day. The major focus of this SLiThEr is depression and anxiety in students, which are more prevalent in these COVID-impacted times. The material presented in this SLiThEr describes the best practices at the time it was recorded, and these practices may change in the future. While this recording is intended to be a resource for faculty, we would strongly encourage future viewers to seek out the latest research or contact a mental health professional for more information on these topics and current best practices.

Chip Nataro / Lafayette College Thu, 10/14/2021 - 17:32
SLiThEr 25: "Getting Students Started and Continuing in Research"
Description

SLiThEr #25 was recorded on Aug 19, 2021. 

The link to the video is found below in the "Web Resources" 

Kyle Grice / DePaul University Wed, 08/25/2021 - 21:18

The Safety Net

Submitted by Amanda Reig / Ursinus College on Thu, 08/12/2021 - 11:17
Description

The Safety Net (highlighted in a BITeS post) is a great online resource for crowd-sourced standard operating procedures established by Prof. Alexander J. M. Miller (University of North Carolina at Chapel Hill) and Prof. Ian A. Tonks (University of Minnesota – Twin Cities). It primarily contains SOPs from the Miller and Tonks research groups, but they invite submissions from the chemistry community. It is a treasure trove of useful information, safety resources, and links to physical property databases.

RAMPing Up Lab Safety

Submitted by Amanda Reig / Ursinus College on Thu, 08/12/2021 - 10:53
Description

Inspired by several of the great lab safety activities on VIPEr, I modified Karen McFarland's activity (linked below) to specifically adapt to the ACS RAMP (Recognize hazards, Assess risks, Minimize risks, Prepare for emergencies) approach. 

The assignment asks each student to identify three potential hazards from the first experiment they will be performing in inorganic lab: one chemical, one equipment, and one procedural hazard. For each hazard, they then complete a RAMP risk assessment.