PHILOSOPHY AND RESEARCH

Over the past six years, we have implemented and continue to refine a “flipped classroom” model for our general chemistry courses, utilizing in-lecture student response questions (“clickers”) and chemical demonstrations to engage the maximum number of students.  Students seem to genuinely enjoy the peer interactions allowed through in-class problem-solving and the associated student-response questions.

In the near future, I plan on continuing work toward furthering the excellence of our ever-evolving General Chemistry program, including experimenting with various teaching pedagogies designed to assist students in their efforts towards higher levels of mastery and preparation for future courses.  In the coming years I will continue with chemical education research, focusing on maximizing the effectiveness of chemical demonstrations, engaging students in large class settings.