Undergraduate Teaching Experience

I supervised a 3 hour lab, ran an office hour, communicated regularly with lab coordinator, graded lab reports and exams, taught spectroscopy (NMR, IR, mass spectrometry) and purification techniques as well as chemical reaction mechanisms and synthesis (electrophilic aromatic substitution, Robinson Annulation, esterification, reductions, nucleophilic addition reactions). I also implemented and encouraged lab safety and cleanliness. I also proctored and graded exams for general chemistry I lecture.

I supervised a 3-hr lab, ran an office hour, met regularly with the lab coordinator, graded lab reports and exams, taught purification techniques such as recrystallization, chromatography, distillation, and extraction, as well as introductory chemical reactions. Additionally, I implemented lab safety and cleanliness. I also was a proctor and grader for organic chemistry I and general chemistry I lecture.

I brainstormed and facilitated two virtual 50-minute sessions per week to convey difficult concepts to 10-15 students using creative activities for biochemistry I and general chemistry II. I watched and attended Zoom lectures and served as a mentor student to students. I built upon my knowledge about biochemistry and general chemistry and improved interpersonal communication skills. I used online platforms such as Zoom, Padlet, Google Slides, Jamboard, Forms, Quizizz, Kahoot, OneNote, and Docs.

I brainstormed and drafted lessons to facilitate two 50-minute sessions per week to convey difficult concepts to 10-15 students using creative activities for organic chemistry I and II. I attended lectures and acted as a model and mentor student to students taking the class. From this experience, I built upon my knowledge about chemistry, mental health, and learning assistance resources.

I planned concept reviews for discussions and facilitated an active learning environment for 5 students. In addition, I graded student assignments and ran an office hour for chemical kinetics. I worked closely with the professor of the class and communicated with him regularly. Furthermore, I helped students learn how to solve differential equations with POLYMATH, as well as set up mass balances and reaction rate expressions. Students also learned various reactor types such as PFRs, CSTRs, semi-batch, and batch reactors, as well as the catalyst designs required for packing the catalyst pellets in the reactors. A preview of heterogeneous catalysis was also introduced in this course.

As a UTF for the course, I supported 22 students in the summer by holding two office hours a week, grading homework assignments, and holding exam review sessions. I also helped the instructor with transitioning to online learning and with looking over any problems she sent me or when she asked for my opinions. I helped students get familiar with thermodynamic terms and the understanding of the law of thermodynamics, mass, energy, and entropy balances, transfer of energy, and setting up and drawing many of the systems for problems. Furthermore, I helped give students advice about chemical engineering courses as many of them were non-traditional and transfer students.

As a UTF for the separations course this past spring, I helped support a class of 65 students with two other teaching assistants. We graded homework problems on Gradescope, ran discussion sessions where we would walkthrough problems and other concepts, and each ran our own office hour weekly. We walked through separation processes and principles with students such as extraction, distillation, absorption, stripping, and membrane separations. Furthermore, I helped support students through their semester project by creating a video, which is embedded below, explaining ASPEN Plus software for distillation columns, and explaining the concepts behind multicomponent distillation and the FUGK method. I also helped with the bulk of the grading and reading 13 technical reports for their writing and content.