Advances in Teaching Inorganic Chemistry, Volume 2 Laboratory Enrichment and Faculty Community

Narratives from the inorganic laboratory and community of scholars

Inorganic chemistry educators are engaged and creative scholars, fervently committed to improving student outcomes. This work provides narratives from practicing inorganic faculty who have developed innovative approaches to teaching at the collegiate level, including broader curriculum issues and connections to the Interactive Online Network of Inorganic Chemists (IONiC) Community of Practice. The chapters in this volume describe creative laboratory experiences and how to advance curriculum while maintaining (finding ways to improve upon) faculty engagement within the community. This work is ideal for faculty and teachers who want to learn the latest trends in teaching inorganic chemistry to students at all levels.

Rebecca M. Jones earned a PhD in inorganic chemistry from the University of Cincinnati and is currently an Associate Professor in the Department of Chemistry and Biochemistry at George Mason University. She is a leader in the College of Science and STEM Accelerator, serving as director of the
Undergraduate Research Colloquium and principal investigator for the Rural and Diverse Student Scholars Program funded by the National Science Foundation. Earning multiple nominations for teaching excellence awards, she has developed new courses and creative active learning activities to improve
student outcomes. Her research interests include photographic chemistry, retention in STEM, and undergraduate research experiences. Dr. Jones is an active member of the American Chemical Society, an elected chemistry councilor on the Council on Undergraduate Research, issue editor for the journal
Scholarship and Practice of Undergraduate Research, and president of the George Mason University chapter of Sigma Xi. In 2018, she coedited the ACS Symposium Series Volume 1275, Best Practices for Supporting and Expanding Undergraduate Research in Chemistry.

Preface

Chapter 1: Investigating Periodic Trends in M-SALEN Complexes: An Open-Ended Lab Experience, Sabrina G. Sobel, Masashi W. Kimura, and Chase Laxdal
Chapter 2: Carboxyborate: A Main Group Inorganic Laboratory Experience, Robert J. Cleaver and Casey C. Raymond
Chapter 3: Introducing Scientific Writing through an Empirical and Collaborative Determination of Expectations for the Inorganic Chemistry Laboratory Report, Katherine N. Crowder
Chapter 4: Forming a Community of Practice to Support Faculty in Implementing Course-Based Undergraduate Research Experiences, Kari L. Stone, Daniel S. Kissel, Sarah E. Shaner, Kyle A. Grice, and Mary T. van Opstal
Chapter 5: Integrating a Global Learning Experience into an Inorganic Chemistry Teaching Laboratory, Kyle A. Grice and Leonardo F. Fraceto
Chapter 6: Why Don't We Really Teach about the Periodic Table?, Geoff Rayner-Canham
Chapter 7: Using iPads and Apple Pencils to Enhance the Student Learning Experience in Inorganic Chemistry, Anthony L. Fernandez
Chapter 8: Evolution of an Inorganic Chemistry Course at a Liberal Arts Institution, Jason D. Powell
Chapter 9: A Multi-Faceted and Integrative Approach to Teaching Inorganic Chemistry, Chi K. Nguyen
Chapter 10: Workshops on Learning Object Development: Critical Support for the IONiC Community of Practice, Wesley S. Farrell, Elizabeth R. Jamieson, and Anthony L. Fernandez
Chapter 11: Building an Online Community of Practice for the Evolution of Effective, Evidence-Based Teaching Practices: 15 Years of Improving Inorganic Chemistry Education, Lori A. Watson, Anne K. Bentley, Hilary J. Eppley, and Shirley Lin

Editor's Biography
Author Index
Subject Index