Facebook tracking pixel
Section Menu

TEACHING AND ADVISING ACTIVITIES

 

Since 2002, the year of my first university employment, I have prepared and taught a widespread range of Chemistry classes, with few thousand students registered to these classes.  In all these classes I pride myself of providing high quality education based on the comprehensiveness of the material covered, the depth of covering this material, the quality of materials provided to students, the enthusiasm of the instructor, and the student results at the end of semester. Highlights of my teaching experiences and documentation that attests the effectiveness of my teaching are listed below. The material below substantiate my assertion that I am one of the most experienced and most effective teacher in the department, and demonstrate excellence in teaching and advising activities.

The material below is presented in a form that addresses requirements for promotion as presented in official UTC documents: UTC Faculty HandbookCollege of Arts and Science Bylaws, and Department of Chemistry and Physics Bylaws.  Some of the highlights might seem trivial but are mentioned in official UTC documents so are included here as well.

 

I have taught an extensive range of Chemistry classes at the university level, most likely the most extensive range of classes among the faculty members in the department. A more complete list of teaching experiences can be found here.

  • General Chemistry I Lecture
  • General Chemistry I Laboratory
  • General Chemistry I Honors Recitation
  • General Chemistry II Lecture
  • General Chemistry II Laboratory
  • General Chemistry II Honors Recitation
  • Organic Chemistry I (as a substitute for more than half of semester)
  • Elements of Physical Chemistry
  • Physical Chemistry Lecture - Quantum Mechanics & Spectroscopy
  • Physical Chemistry Laboratory - Quantum Mechanics & Spectroscopy
  • Physical Chemistry Lecture - Thermodynamics & Kinetics
  • Physical Chemistry Laboratory - Thermodynamics & Kinetics
  • Chemical Literature
  • Undergraduate Chemistry Seminar
  • Undergraduate Departmental Thesis
  • Undergraduate Chemistry Research
  • Physical Organic Chemistry (graduate course)
  • Molecular Modeling (graduate course)
  • Computational Chemistry (graduate course)
  • Computational Chemical Dynamics (graduate course)
  • Graduate Chemistry Seminar
  • Graduate Thesis
  • Graduate Chemistry Research

 

I have fully developed a wide range of Chemistry classes at the university level. Selected materials can be found below.

 

I developed two new Computational Chemistry experiments for Physical Chemistry Laboratory.

 

I generate syllabi that are comprehensible and clear and that display my commitment to effective teaching. Selected syllabi for the classes taught the past three years at UTC can be found below. 

 

I am using ACS standardized exams as final exams in my lectures as a way to objectively estimate the student comprehension, and I am assigning final grades considering these standardized evaluations.

 

I have the student evaluation of teaching over the last three years trending upward (although the questions and methods used in these evaluations was changed twice during this period).

 

The peer evaluation of teaching emphasize the high level of preparation by the instructor and the overall quality of teaching.

 

I have a teaching philosophy that emphasizes student preparation and outcomes, quality and consistency. 

 

I have continuously modified the teaching approach in General Chemistry classes at UTC to better accomplish my goals for the class: (i) cover all material necessary for an end-of-semester standardized exam, and (ii) maximize the learning and understanding of this material by the student population.

  • I created and I am using lecture notes containing everything I wrote on the board and said in class when I was teaching by board writing only. 
  • I included a large number of example for each chapter/unit, examples that were mostly taken from old quizzes so they are very similar to (but never the same with) the questions in the exams.
  • I reduced the number of examinations to 3 exams for General Chemistry I and 4 exams for General Chemistry II.  Prior to this I used to have 5 exams (each covering 2 chapters/units), and prior to that I used to have 10 smaller, 30-minute tests (one after each chapter/unit).
  • I introduced specific objective at the beginning of every chapter and labelled them, in General Chemistry I, as more important (with *) and less important (without *). 
  • I labelled each sample question in the lecture notes with the objective/objectives to which the question is associated with.
  • I used online homework and choose questions in the homework assignments that match each chapter/unit objective. 

 

I have prepared students in my classes to performed (comparable or) better than students from other sections on common or standardized exams, when direct comparison is possible.

 

I have participated in professional development activities focused on enhancing teaching/learning experiences. 

  • Computational and Theoretical Chemistry workshop (2004)
  • Team-Based Learning workshop (2013)
  • Instructional Excellence Conference: Student Learning (2019)

 

I have served as manager for General Education recertification process for CHEM 1120 General Chemistry II in 2015-16 academic year. 

 

I have served as manager for General Chemistry textbook selection in 2017, and worked with Pearson representatives to finalize the custom textbooks to be used in our General Chemistry classes. 

 

I have advised around 15 BS Chemistry students (Chemistry concentration) per year, since 2013. 

 

Current teaching and advising activities (during Fall 2019 semester):

  • Teach 89 students in one section of CHEM 1110 (General Chemistry I)
  • Teach 34 Chemistry students in two sections of CHEM 3710L (Physical Chemistry I Lab)
  • Advise 10-15 Chemistry students using a new software (Navigate)
  • Examine updating the lecture notes used in CHEM 3720 (Physical Chemistry II)

 

©