VIPEr BITeS

  • 25 Mar 2020

    As pretty much all of us have been doing over these last couple of weeks, I've been re-imagining what my classes will look like now that I'll be teaching remotely. I've wondered how we'll manage general chemistry labs, whether or not summer research will happen, and how I should be assessing students during this time. One thing that has helped tremendously - being in touch with colleagues - not just at my own instituion but from all over the IONiC community. 

  • 22 Mar 2020

    Virtual Social Hour

    Submitted by Faculty Flo, Slitherin' State University

    Greetingsssss all,

  • 10 Mar 2020

    Asynchronous online teaching in the COVID-19 era

    Submitted by Adam R. Johnson, Harvey Mudd College

    As colleges and universities move to limit person-to-person contact at this time I have had several people on- and offline ask me about teaching remotely. There are a number of threads on Twitter that I've scanned but to be honest, I've been so busy trying to figure out what I'm planning to do that I decided to just type up some thoughts and hopefully people can chime in with their own comments.

  • 4 Mar 2020

    The scorpion and the winds of change

    Submitted by Kari Stone, Lewis University

    The cyclical nature of academia means that the time of change is upon us. This is the season where some may be looking for a position, some may find a new position, and some may even lose a position.

  • 1 Mar 2020

    Updated - Upcoming ACS events

    Submitted by Faculty Flo, Slitherin' State University

    Just a reminder that some big IONiC VIPEr events are coming up in the next month or so.

    The Philly ACS has been cancelled. We are looking into alternative options for doing virtual presentations.

  • 13 Feb 2020

    7-Word VIPErPit Challenge: TEACHING PHILOSOPHY Edition

    Submitted by Jeffrey R. Raker, University of South Florida

    Who among us hasn't filled up one to two (or more) pages with a teaching philosophy statement???

    Whether for job, tenure, promotion, or award applications, preparing a teaching philosophy statement is a time honored tradition in academia. Buzz words are incorporated, descriptions of what we and our students are doing are included, and each statement is tailored in some way to the application guidelines.

    But what if there were extreme contraints on the statement?

    What if you had to capture the essence of your approach to teaching?

  • 30 Jan 2020

    Call for Abstracts 2020 BCCE - Advancing Teaching in Inorganic Chemistry

    Submitted by Rebecca M. Jones, George Mason University

    Are you planning to attend the 2020 Biennial Conference on Chemical Education this summer? Consider presenting in the "Advancing Teaching in Inorganic Chemistry" symposium!

    Faculty who have developed new laboratory experiences or classroom activities are welcome to submit and presenters may elect to share fully developed or pilot exercises. Inquiry and/or research-based activities are particularly welcome. Submissions related to teaching innovations at the undergraduate and/or graduate level are welcome. 

  • 21 Jan 2020

    NO IDEA WHAT YOU'RE DOING IN LAB? LET US HELP!

    Submitted by Sheila Smith, University of Michigan- Dearborn

    It's that time of year again, time for Inorganic lab. I love it and hate it. There's no other experience in our program that makes a student chemist feel more like a real chemist than our Capstone Laboratory Experience, but I always feel like my experiments are dated, and my students aren't challenged to see what inorganic chemistry really is.

  • 14 Jan 2020

    Engaging Students with an Interactive Syllabus

    Submitted by Amanda Reig, Ursinus College

    Do you wish your students would read and remember more of your syllabus? Would you like to learn about the students in your classes before the first day? A few semesters ago, a colleague introduced me to the concept of the “Interactive Syllabus”, a web-based survey delivery of syllabus content to your students prior to the first day of classes. The template is customizable and designed to be engaging, informative, and easy for students to use.

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