In all the lectures I give, I attempt to demonstrate how knowledge of chemistry directly enhances our understanding of the world around us. I always try to present topics in such a way that students can become familiar with the most important ideas by listening to the lectures. Then, in order for them to understand fully the significance of what we have covered, I encourage them to think critically about the broad application of these ideas. I believe that students find it exciting to learn a particular set of concepts in depth so that they can use this understanding to interpret situations they encounter outside the classroom. It is particularly important to me that they learn to evaluate critically scientific issues of broad public interest.

Since I feel that independent research is often the most rewarding aspect of undergraduate education, I encourage students to participate in research and try to help them find research positions. I often have undergraduate students working in my laboratories. They work together with a graduate student; both benefit from this interaction. In particular, the graduate students learn organizational and mentoring skills, and the undergraduate student learns new laboratory skills. Participation in research teaches the students to formulate a problem and find solutions through systematic experimentation. Such experience helps them to learn how to teach themselves.

I also enjoy interacting with my graduate students. As I guide their research, I try not to be overbearing because I want to give them room to develop. I spend much time teaching them how to communicate their ideas, which is important for their future, whether it be in education or in industry. I take particular pride that my graduate students present some of the best research seminars I have ever heard. In the process of helping them write about their own research, I listen to their ideas and accept their criticisms. Through my example, they learn to take criticism and be more self-critical, a trait that is of utmost importance in scientific pursuits.

I try to get involved in the community as much as possible. It is easy to complain about how poor precollege science and mathematics education is in this country, but it is harder to do something about it. I take every opportunity to interact with precollege students and teachers and to give lectures to junior high and high school students on careers in science. It has been particularly enjoyable for me to work with high school teachers who attend the annual Institute for Chemical Education summer program at the Lawrence Hall of Science. Recently, I was co-chair of a National Science Foundation workshop on improving science, math , and engineering education; all the participants shared their thoughts and all left with new ideas.

Finally, perhaps the most important components of my teaching philosophy are enthusiasm and optimism. My graduate students tease me that even with the worst possible outcome of an experiment, I manage to find a "bright side." I am happy to be a faculty member, and I thoroughly enjoy working with students. I try to convey this enthusiasm to my students in my day-to-day interactions with them.