My teaching philosophy centers on three pillars, evidence-based design, equity, and continued learning. As a chemist I have been trained to observe a phenomenon, create a hypothesis, test the hypothesis, and evaluate/observe the results of the test. This creates a circular design loop that allows for continued improvement. I strive to apply the same concept to my teaching.
For example, at Michigan State University the Organic Chemistry sequence utilizes recitation sections to supplement lecture. I believe that this is an excellent opportunity for students to practice in a low-stakes environment with immediate access to the instructor (myself) to answer their questions. I break the students into small groups to complete worksheets, while I cycle through the groups answering questions and asking probing questions. To keep the stakes low the worksheets are graded for attendance and staying on track. During the second semester of organic chemistry, I cover a brief section on carbohydrates. During recitation sections I provide students with a worksheet aimed at helping them convert between open chain sugars and cyclic sugars while also determining the stereochemistry of the anomeric position. Fall semester 2020 was the first time I implemented this worksheet. While helping students prepare for the exam covering the section on carbohydrates, it became apparent that students were not using steps covered in the worksheet and were instead relying on a heuristic approach that only worked for certain cases. Following this observation, I revisited design of the worksheet. I had inadvertently fallen into the trap of writing the instructions in such way that they were a cookbook recipe for the correct answer. This removed critical thinking from the process of completing the worksheet. As a result, when the students encountered a related problem without access to the instructions, they relied on surface level understanding. Taking that into account I redesigned the worksheet to probe student understanding and reasoning.
At a small primarily undergraduate institution, recitation sections are usually not available. To maintain the environment of recitation, one of the solutions I plan to implement is used a flipped-classroom approach. By recording short lectures and assigning reading before class students can come primed to discuss the material. At the end of class, a short lecture can be incorporated into going over the correct answers to the worksheet.
As an educator early in my career I do not pretend to be perfect or know everything. If I make a mistake, like with the worksheet, I am quick to own up to it as I believe failure is the best teacher. The same goes for if I don’t know something. If a student asks a question that I don’t know the question to, I try to model how I would solve the problem or answer the question. Students can tell when you are being genuine with them and respond positively to it.
The Covid-19 pandemic has given us, as educators, a rare glimpse into the homelives of our students. It is a clear reminder of the different backgrounds and privileges we all come from/have. I am using this as a reminder to continue my efforts to provide individualized support for students and pushing for equity both in classroom and the wider university. To ease the financial burden placed on students I currently utilize Organic Chemistry, Life, the University, and Everything (OCLUE) as the textbook for organic chemistry courses I teach. The authors have made the book freely available.
Studies have shown that seeing role models that look similar to themselves is important for the retention of traditionally underrepresented students in the sciences. Traditional chemistry courses focus mainly on the science and tend to gloss over the inventors/discoverers. I am interested in developing a course on the history of chemistry focusing on the people or teams behind the discoveries. Ideally, in a true liberal arts, cross-discipline collaboration with a member of the history department. As a 1st year course, by focusing on the contributions of traditionally underrepresented groups we can help students see themselves in the sciences.
Speaking of the wider university, learning does not just occur in the classroom. Undergraduates learn how to be responsible citizens, professional, direct their own learning, and develop interpersonal relationships through their participation in research, student organizations, sports, and residential life. Professors play a key role in all of these through their service to the university. This service is not just an obligation but amazing opportunities for student contact outside of the formal student-instructor relationship. These deeper connections lead to more impactful relationships. Subsequently I am able to tailor the advising each student receives and write better recommendations to graduate school, jobs, awards, etc.
Taken together the three pillars of my teaching philosophy, evidenced-based design, equity, and continued learning, place my students at the center of my efforts. Like a three-legged stool with different length legs, even when certain situations require a different mixture ratio of the pillars, they still make a sturdy base to support students. As a young teacher I am excited to grow with my students.
Hunter McFall-Boegeman 