• 16 Feb 2018

    Teaching Bonding with Nicolai and Henry!

    Submitted by Sheila Smith, University of Michigan- Dearborn

    We are excited to announce our next VIPEr summer workshop!  

    Our focus is changing slightly from past workshops, but we will still follow our successful model of having (mostly) PUI/teaching faculty interact directly with primarily research R1 faculty to build content pieces for the classroom based on their research.  

  • 26 Jan 2018

    Symmetry Challenge -- 2018!

    Submitted by Adam R. Johnson, Harvey Mudd College

    Well, it's that time again... time to announce the annual VIPEr symmetry challenge. First offered in 2009, it had several years of hibernation before coming back in 2017.

  • 23 Jan 2018

    Label Training for Students

    Submitted by Anne Bentley, Lewis & Clark College

    This past fall, a bumper crop of junior and senior chemistry majors enrolled in my inorganic laboratory course. In fact, we had enough student interest that we had to open a second weekly 4-hour lab section. The combined group of 18 students ran five experiments of my choosing and then spent two weeks at the end of the semester engaged in nine different independent projects. (See my syllabus LO describing the course here.)

  • 15 Jan 2018

    2018 Summer Content Workshop

    Submitted by Flo, Slytherin' State

    Good news! The new NSF grant allows us to bring back the popular summer content building workshops. Since the focus of the new grant is on development of a sophomore inorganic curriculum, the content workshops will be largely in support of curricular development for that course.

  • 10 Jan 2018

    100 papers

    Submitted by Kyle Grice, DePaul University

    Hello BITeS readers,

  • 4 Jan 2018

    Syllabus Learning Object

    Submitted by Flo, Slytherin' State

    Greetings everyone. As promised, I am giving you an update on the project meeting. So far our plan for going to Tampa to be warm has been an abject failure. Although I must admit, it is warmer than where I was staying in Pennsylvania. But the chilly weather has kept the LC focused on getting lots of work done. One thing they have managed to do is create a new type of Learning Object, the Syllabus LO ( And this should be just in time for your spring class!

  • 24 Dec 2017

    Another year over, a new one just begun

    Submitted by Flo, Slytherin' State

    You may recognize the title as a line from a classic song by John Lennon. I was actually inspired by the preceding line, "and what have you done?" But it would be more fiting to ask the question, "and what can we do?" In a little over a week from the posting of this BITeS, I will be traveling to Tampa for a project meeting with most of the other members of the leadership council (and I swear, if Chip puts me in a suitcase again I am going to give him such a bite!).

  • 12 Dec 2017

    Top 10 In-Class Activities

    Submitted by Chip Nataro, Lafayette College

    There is nothing like an end of the year report to remind you of the past. In this case it reminded me to the Top 10 lists that I said would be semi-regular contributions to BITeS. It started with a list of the Top 10 Lit Discussions and was followed up with the Top 10 Problem Sets.

  • 7 Dec 2017

    Early Career Investigator Workshop

    Submitted by Matt Whited, Carleton College

    The 2018 NSF-CHE Early Career Investigator Workshop will be held March 26–27, 2018 at the Embassy Suites Hotel in Alexandria, VA.

  • 9 Nov 2017

    Come join us for The Grand Experiment

    Submitted by Anne Bentley, Lewis & Clark College

    The IONiC Leadership Council has recently received a grant from NSF’s Improving Undergraduate STEM Education (IUSE) program.  (See related BITEs post here.)

    The grant will support three cohorts of twenty faculty who will each develop their own “VIPEr-ized” foundation-level inorganic chemistry course. Through classroom observations, analysis of student work, surveys of students, and interviews with faculty, we will generate data on how changes in the classroom affect student learning.