As a student of all STEM disciplines, I am happy to teach all levels of math and chemistry. After completing my bachelors degree in Chemical Engineering I moved on to Chemistry.
I love to teach organic chemistry, but I'm convinced I can teach anyone who is willing to learn any subject within my proficiency. I can approach the subjects from many different angles and can adapt to your level of need to find out the best way you learn. I love teaching in groups or one on one. I love this stuff! It's my life!
Great teaching comes from inviting the student to imagine what is possible, not only in the world but also in themselves, and to know they are capable of doing amazing things. Bringing one's passion and excitement for the subject and pouring it into the lectures and the research is absolutely essential to student success and the ultimate reward: discovery. It is discovery and ultimately the sharing of that discovery through publication that we strive for. Contribution to the world is the goal of the chemist, and the passion to do it drives us. Showing our students that the drugs, materials, sensors, foods, and methods which keep our world going start in a flask of things either dug from the earth, or distilled out of crude oil, simplifies the concept of synthesis. As in chemical synthesis, in education we must take students' knowledge and build them up step by step.
I believe that we must fundamentally avoid the fear of being wrong in front of our peers and learn the power of not knowing, for it is in our ignorance that question and research are born. In my graduate organic seminar very few people would ask questions. I recall asking about the mechanism of an allylic transposition reaction. My supervisor led me halfway to the solution, and I said I understood the rest in order to let the question period continue. After the seminar a postdoctoral fellow approached me for the remainder of the answer. I realized then just how afraid my peers were of showing what they did not know. That question led me to a greater knowledge of the reagent for I had not yet seen it behave in such a way. Therefore, "I don't know," is where we begin rather than an end. Before we can learn how little we know, we must master the fundamentals of what is known.
I live with my amazing wife and our infant son near Villanova University.
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