Proposal Abstract

IONiC VIPEr (www.ionicviper.org) is a virtual community and a “living” repository for online teaching materials in the field of inorganic chemistry. The Leadership Council of IONiC has developed a “Back to Grad School” model for creating new learning objects and for enhancing our community. We have hosted week long faculty development workshops where research experts from top graduate programs present cutting edge science and teams of faculty jointly develop materials based on these presentations. Participants are groomed for greater participation in the online community, teaching materials developed at the conference are tested, and feedback and assessment data on these teaching materials is provided directly on the website. Data will be presented on how the face-to-face interactions at the workshop enhance the online community, the classes of the participants, and the website itself. Professional development benefits to conference organizers, research faculty experts, PUI faculty, graduate students, and the wider online community will be discussed, and we will share a list of our best practices for transferring the energy of a face-to-face faculty development workshop to the virtual community of practice.

Location

Room 115

Publication Type and Release Option

Presentation (Open Access)

 
Mar 26th, 9:00 AM Mar 26th, 9:45 AM

Viper Faculty Development Workshops: A New Model for the Creation of New Teaching Materials

Room 115

IONiC VIPEr (www.ionicviper.org) is a virtual community and a “living” repository for online teaching materials in the field of inorganic chemistry. The Leadership Council of IONiC has developed a “Back to Grad School” model for creating new learning objects and for enhancing our community. We have hosted week long faculty development workshops where research experts from top graduate programs present cutting edge science and teams of faculty jointly develop materials based on these presentations. Participants are groomed for greater participation in the online community, teaching materials developed at the conference are tested, and feedback and assessment data on these teaching materials is provided directly on the website. Data will be presented on how the face-to-face interactions at the workshop enhance the online community, the classes of the participants, and the website itself. Professional development benefits to conference organizers, research faculty experts, PUI faculty, graduate students, and the wider online community will be discussed, and we will share a list of our best practices for transferring the energy of a face-to-face faculty development workshop to the virtual community of practice.