JCE ChemEd Xchange provides a place for sharing information and opinions. Currently, articles, blogs and reading lists from ChemEd X contributors are listed below. We plan to include other items that the community wishes to share through their contributions to ChemEd X.
Call for Symposia and Workshops for the 23rd BCCE at Grand Valley State University – Greener on the Grand: Empowering Chemical Educators for a Greener Tomorrow, August 3 – 7, 2014
Social media is getting a lot of attention as a way to disseminate information and to get students involved in chemistry classes.
Universities, community colleges, and high schools can use MOOCs to create an environment to enhance student learning. Last fall a professor at San Jose State used recorded MOOC lectures in an introductory electrical engineering course to create a flipped classroom. Students passed at a much higher rate than usual—91%, compared with 59% and 55% in two other, more traditional sections of the s
The May 2013 issue of the Journal of Chemical Education is now available online. Some highlights from this issue are listed. This latest issue of JCE plus the content of all past issues, volumes 1 through 90, are also available.
I’d like to report on one of the end-of-year research projects that two of my general chemistry students completed during class this year. If you’d like read more about these end-of year research projects in general, click here.
One could argue that the technological triumphs embodied in our robotic explorations of Mars far exceed those that put men on the moon. Missing, however, is the drama of putting human life at risk, and the ease with which our imagination can put us in the shoes of the explorer. That is not to say that there is not a human element.
Wow! A very neat experiment, called “Hydroglyphics”, published by Kim, Alvarenga, Aizenberg, and Sleeper in the Journal of Chemical Education allows you to transform a common plastic Petri dish into a unique teaching tool to demonstrate the difference between hydrophobic and hydrophilic surfaces. Check it out in the video.
Universities should be and are expected to be sources of truthful and unbiased information about controversial subjects, especially in the sciences. Unfortunately, that is not always the case. Instructors at Carleton University in Ottawa, Canada used "academic freedom" to present an egregiously biased and unscientific course that misrepresented the facts of climate change.