As the child of two teachers, I saw from a young age the impact a good teacher can make in a student’s life. Over the past eleven years, I have learned that there are as many ways that a teacher can make an impact as there are teachers. Some of the things that I feel I can do to make an impact in my students’ education and lives include teaching them science, making my expectations clear, being available, continuing my development as a teacher and a scientist, and instilling in my students an appreciation for science.

There are many roles I can play in my students’ lives, but if I am not a good science teacher, I feel I have failed them by being a bad steward of both their time and their money.  To try to communicate scientific ideas I try to use a variety of methods depending on class size, class content, and the interest and skills of the students.  For example, my large introductory chemistry classes are mainly conducted with lectures and group work; however a smaller class such as Biochemistry II or the biochemistry laboratory course can include more discussions and hands-on activities.  Students who are science majors are approached differently from those majoring in other fields. For students to learn they must be engaged in the learning process; therefore, I encourage (and on occasion force) my students to participate in class in a variety of ways. One way I try to increase participation in my large introductory chemistry courses is to break the class into groups in which students can help each other.  Other techniques I use include the use of handheld response systems (clickers) and the participation of students in class demonstrations.  To explain the unfamiliar subject matter, sometimes I must find unusual ways to relate the unfamiliar to the familiar, making comparisons between chemical processes and processes the students understand.  For example, one of my favorites is comparing size exclusion chromatography to adults and children going through a playground.  (The big things go straight through while the little things are distracted and want to climb through every nook and cranny.)

One of my most important responsibilities to my students is to make my expectations clear.  Few things are more frustrating to a student than not knowing what a teacher wants.  My organic chemistry professor once asked me if the final I had just taken was fair.  Up to that point in my academic career, I had always thought of exams as being easy or hard.  While the exam had been a tough one, it was fair.  The subject material was not easy, but his expectations were clear, so I knew how to prepare for the exam.  This is the type of professor I want to be: one with high but clear expectations.   One of the things I talk about on the first day of class is my expectations of my students and myself.  In the same vein, before each exam I give the students a list of items I think I have covered and may be included on the upcoming exams.

Most learning takes place outside the classroom; therefore, I make myself available outside scheduled class times in order to aid my students in reaching my expectations.  In addition to preset office hours, I provide my home phone number and make myself available outside my office hours when I can to give additional individualized help.  These one-on-one appointments allow me to get to know my students better and learn their instructional needs.

To be an effective teacher, I need to continue to develop teaching techniques and strategies. I participate in teaching seminars, get regular input from students, and try new techniques and strategies on a regular basis.  In an effort to do this, I have worked on different strategies to increase learning.  These have included groups, the use of clickers, and online homework.  I also try to attend teaching workshops provided by the Adams Center and by outside groups such as the National Science Foundation.  In addition, I take very seriously conversations I have with students about what I can do better.

Science is more than learning facts.  It is also my responsibility to pass on to my students an appreciation (if not love) of science.  Many students, especially non-science majors, are often overwhelmed and intimidated by the sheer volume of science information they are expected to master.  In my courses which are made up of non-science majors, I consider myself part teacher, part cheerleader.  Many have trouble with the work because they come into the class thinking they cannot do chemistry.  I find that after giving them much encouragement and repeatedly telling my students that they can do chemistry and math, they often exceed their own expectations.  It always brings a huge smile to my face when I read a student evaluation that says, “I used to hate chemistry, but this was my favorite class this semester.”  or even “Wow!  You made chemistry bearable!  Thanks!”   For my upper level students, I often have to work to keep them focused on the learning, and just not making the grade.  To do this I try to paint the big picture of biochemistry into which all the little details we are talking about fit.

Science is exciting and always changing.  If I can give my students not just the facts, but the ability and desire to learn more, I will have truly succeeded.