Great teaching in chemistry transports students to the sub-microscopic world of atoms and molecules and empowers them to investigate, explain, and apply complex chemical phenomena. I believe that chemistry is not only the central science, but also the most human science: a discipline that incorporates empirical observation, measurement, and model-building using concepts that we cannot see directly but that tap into profoundly rational ways of thinking about the world. This mixture of the macroscopic, sub-microscopic, and symbolic is unique to chemistry. My courses and teaching practice are designed to show students that they are capable of developing chemical thinking skills that will serve them in their future careers and everyday lives.
Ultimately, my teaching is motivated by the simple goal of maximizing student learning. As simple as this aim sounds, it involves several dimensions of the learning process, each of which I consider when designing and teaching courses. I think of these dimensions as fundamentally relational: the student-content relationship, student-instructor relationship, and student-student relationship all matter.
On the student-content front, my course materials are rationally organized, minimalistic, and aesthetically pleasing. I frequently make use of the flipped-classroom model, in which students’ first point of contact with my presentation of course material is in lecture videos or readings. High-quality materials set expectations for students and ensure that they are motivated to start the learning process outside of the classroom. In the classroom, my focus is on structured problem solving and interactive activities, often involving the use of simulations or chemical demonstrations.
I also believe that the organization of concepts and skills can profoundly affect the quality of learning, and so I take steps to ensure that students are made aware of the general principles that underpin problem solving (and problem conceptualization) in chemistry. The result is often deviation from the “textbook order” of topics covered, as when we study chemical thermodynamics immediately after thermochemistry in Chemical Principles I or we learn the general principles of reaction mechanisms before diving into reactions of alkyl halides in Organic Chemistry I. I also believe that reasoning by analogy is critical in chemistry and try to expose and practice analogic reasoning in my courses, particularly in organic chemistry in which it enables a valuable “compression of information.”
Although I often find myself wanting to get out of the way of students’ learning, I also acknowledge the role of the student-instructor relationship in encouraging (or discouraging!) it. Maintaining a good relationship with students—both collectively and individually—is very important to me. In playing the part of both referee and coach, I try to establish the “rules of the game” with transparency while maintaining approachability and a helpful spirit. Education involves a social contract between instructor and students; the responsibility of students is to take ownership of the course material and meet the learning outcomes as best they can. Part of my responsibility is exercising a healthy amount of empathy and inclusivity to help students do this.
Because the courses I teach are often quite large, teaching assistants (TAs) and learning assistants (LAs) are a critical part of the instructional team and the student-instructor relationship. In mentoring TAs and LAs, I try to instill in them the qualities listed above to maintain positive relationships with students. At the same time, I try to help them recognize the importance of helping students grow (by asking probing questions) instead of just helping them disappear (by giving answers away). It can be a tricky line for younger teachers to walk, as withholding answers can feel like it cuts against a good relationship, but I find it helps them develop maturity and good communication skills—and maximizes student learning in my courses.
I find that interacting with students as much as possible not only improves their learning, but also improves my teaching by deepening my understanding of when and how students struggle. I use discussion forums and real-time chat applications to connect with students and help students connect with each other. Interactions on these platforms are not always formal—I like to show students that I am human too!
Finally, in almost all the elements of my courses, I also consider the role of student-student relationships in the learning process. For maximal learning, students must trust each other and view each other as allies, not adversaries. I have embraced specifications grading and grade improvement as approaches that encourage students to achieve mastery by “competing” against the course material instead of each other. Student-student interactions are also a critical part of how I run classes, as when I ask students to collaborate on a clicker question, and they appear naturally in digital spaces. I earnestly tell students that they can often learn more from their peers than they can from me!
My love of teaching chemistry is rooted in the essential “human-ness” of the subject and what it can teach us about how we conceptualize and control things we cannot see. My goal is to connect students to that love and help them grow into scientifically minded citizens and workers. My teaching practice is built on careful consideration of relationships between myself, students, and the course content with the aim of maximizing student learning.