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:
This is a digital "escape room" where students determine point groups of molecules and answer follow-up questions to determine four digits. The four digits can be used to unlock a physical lockbox which is brought to class with small prizes inside.
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.
Rigorous treatment of the chemistry of inorganic compounds, including structure, properties, and reactions, and their interpretation in terms of quantum chemistry, and solid state chemistry; analysis with modern instrumentation.
The "Lit Masters" concept is inspired by and adapted from one of my colleagues, Jenn Manak, in our education department. Students who are novices to reading the literature often are overwhelmed when assigned a paper to read and may struggle in group discussions. The strategy is to assign students to a semester-long group with designated roles for each paper that require them to produce a low-stakes artifact prior to class. During class time groups discuss the paper and it is followed with a debrief.
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.