Encoiling Research and Practice to Understand and Improve Inorganic Chemistry Education

The diversity of undergraduate inorganic chemistry courses in the U.S. is a reflection of the breadth of the inorganic field, the relative autonomy of inorganic instructors, and the many ways that courses emerged and were integrated into chemistry curricula at different institutions. This diversity and autonomy can open doors to pedagogical innovation, yet present challenges to studying teaching and learning in these many contexts and disseminating findings outside individual institutions. The goals of this symposium are (1) to provide a forum for inorganic chemistry educators to share their efforts to develop, adapt, and/or adopt evidence-based materials and teaching strategies in undergraduate inorganic chemistry courses, and (2) for education researchers to describe what has been learned from studying inorganic chemistry teaching and learning. Submitted talks should express how educational research has informed classroom practice or how classroom practice has informed education research. This symposium is organized and supported by the Interactive Online Network of Inorganic Chemists (IONiC).

Undergraduate Education
Graduate Education
Classroom Practice and Learning Environments
Cross-cutting Thread(s):

Justin Pratt

Joanne L Stewart