Chemistry is not a result, as much as it is a process. Chemistry, especially at the introductory level, can be used as a vehicle to teach new methods of thinking analytically and creative problem solving through examination of a problem, gathering information, and then drawing conclusions based on the data. These abilities are important in many of life's experiences, not just in the sciences. I used this concept to guide my teaching of Introductory Chemistry classes at Michigan State University, Saginaw Valley State University and Lansing Community College. Instead of requiring extensive memorization of factual material, I found that by using my experiences in academic instruction, research, and industrial laboratories to present concepts in lecture, I establish an intellectual foundation of concrete examples from which undergraduate students can begin to understand abstract chemical principles and grow.

Today's student body is a diverse one. Traditional undergraduate students often arrive with academic deficiencies. Non-traditional students may be attending college for the first time, or returning after a long delay. These students have additional responsibilities outside of the classroom, which requires an instructor to maintain variation, versatility, and a degree of novelty in lecturing to maintain a high interest level and involvement. Diverse life-experience means diverse learning styles. Each student has different ways of assimilating information, whether it is through visualization, oral explanation or self-study. To meet the needs of diverse learners, I favor a flexible teaching style. Instead of strictly using the blackboard in a lecture format, I use multimedia presentations. A typical lecture could include handouts, demonstrations, color overheads, or computer-generated graphics, as learning aids to increase the retention of the material. I find that the use of pre-printed lecture notes allows undergraduate students to concentrate on my explanation of concepts, instead of the transcription of projected information. Demonstrations are powerful tools that can be used to introduce an abstract idea or reinforce a concept already covered. This multimedia approach has been well received in my teaching evaluations.

It is also important to create a learning environment that is supportive for students. I accomplish this with open communication between all involved parties, minimizing one-way interaction between the lecturer and the audience where possible, instead facilitating communication where appropriate. Chemistry can be intimidating. By facilitating interaction between many participants, I hope to build self-confidence. I like to be active in objective-oriented practice, both as a leader by example, and as a guide, when the undergraduate students study and practice in small group settings. Positive and encouraging feedback from peer groups and the lecturer is an important tool in education, and I find that attention to providing such feedback engages and motivates the undergraduates. This feedback can be in the form of graded quizzes and examinations, but also can be from group assignments administered in class. This is challenging to accomplish in a large (~400 students) lecture setting, but can be accomplished in smaller lectures and in recitation sections easily. Interaction between faculty and students has recently been facilitated in larger groups by new technologies that I am interested in pursuing. By presenting examples of typical questions, the undergraduates learn how to identify the steps of the problem solving process and then apply the skills necessary to solve the problems.

My efforts are effective only if the students are aware of the results of their efforts. I keep an open grade book, with grades recorded as soon as possible after an examination or quiz so that students can compare their performance to the grading scale published in the syllabus at the beginning of the semester. I believe in setting high standards and guiding students toward reaching those standards. I prefer not to modify my grading scale based on a grade distribution. I believe that I put sufficient time and effort into class preparation, and it is up to the individual student to put forth enough effort to obtain the desired grade.

Undergraduate student feedback indicates that they are satisfied with my performance in the courses that I taught. I use anonymous course evaluations to improve and grow as an instructor. I incorporate thoughtful suggestions with every new semester. In a high percentage of respondents, I did well. Eighty percent of my students that responded to a standardized evaluation at Michigan State University strongly agreed or agreed that I was effective as an instructor. Sixty-five percent of the students rated me as outstanding or very good as an instructor. Many students took the time to write comments back to me. I read and kept every sheet, as I see them as an opportunity to become a student of the educational process to become a better teacher.

Chemistry is referred to as the central science. Many chemical principles find their origin or application in the fields of physics, material science, biological sciences, medicine, and the earth sciences. Chemistry can serve as a starting point for study in professional fields of science, medicine, dentistry, veterinary science, pharmacology, business, law and education. It is because of this wide impact that the quality of undergraduate experience in chemistry must be valued and appropriate effort applied to the teaching of the fundamental concepts. If quality undergraduates can be identified, challenged and cultivated, all of the above fields will improve as the talent level of the participants improves.

I want to make a positive difference in the lives of as many students as I can. Each student is important and has the initial ability to succeed. I am enthusiastic about my charges, and that enthusiasm creates momentum that can push students to their perceived limits and beyond. I realize that in my class, I am contributing to the training of the scientists, educators, physicians, and most importantly to me, parents of tomorrow. I realize that if I am to make a difference in society, it will likely be through my contributions in the classroom to my students. I believe that I am contributing to the life and education of an individual student. It is this, which drives me to succeed as a teacher and as an individual.