General Experience: I have a Ph.D. degree in chemistry, and possess an extensive experience in teaching and research. I started taking interest in teaching since my school days and this interest continued throughout my education. After Ph.D., though, my main endeavor has been research at the interface of chemistry and biology, I "could not loose" my passion for teaching. Therefore, while doing a postdoc at the Department of Chemistry, University of Iowa, I am also teaching general chemistry course as an adjunct chemistry instructor in a local community college.
Teaching Style: My teaching style has evolved from an interesting incidence of my school days. Once my best friend and I were working together on a math assignment, one equation seemed to be particularly difficult to my friend. I knew that my friend had the tools and ability to solve it but simply did not know where to start. I first hinted at the starting basic identity and then walked my friend through the series of logical derivations and conclusions and… Voila! The equation was solved while my friend prided himself for his trig talents.
Chemistry is generally and wrongly considered as a boring and un-rewarding science. In my opinion, this is because many students cram chemical formulas and equations without paying attention to the rules. Due to this behavior, chemistry becomes “stand-alone bits of knowledge” in the brain of students, and after sometime, they start hating this science. Another hurdle to comprehend chemistry is “gaps” in knowledge or missing “connections” between information already acquired by a student. In most cases these gaps and missing links are filled by a correlation between a pure chemistry concept and an easy-to-comprehend daily-life phenomenon. When teaching, my first job is to find these gaps and missing links in the knowledge of a student. Then a sequential flow of information from a known to unknown will help any student to grasp the ideas and concepts. The mystery is solved and the student is happy.
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