Chemistry Ph.D. student offering online meetings for high school chemistry, general chemistry, and organic chemistry.

Find out more about Emily

• When did you develop an interest in your chosen field and in private tutoring?

  I first fell in love with chemistry in high school. I explored high school chemistry, then AP chemistry, and had the opportunity with an American Chemical Society (ACS) scholarship to work in graduate student labs over my summers. I began tutoring once I started my Bachelor's degree in Chemistry, my first year of university.

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I teach high school chemistry, AP chemistry, college level general chemistry, and organic chemistry. I currently teach undergraduate organic chemistry labs. I love helping students with all aspects of this course, from introductory material to more advanced and challenging. I do not cross the bridge from biology into biochemistry or more technical courses like analytical or inorganic chemistry (as well as physical chemistry), these are outside my area of expertise, and I do not use these subjects on a daily basis.

• Did you have any role models; a teacher that inspired you?

  My science teachers in high school were my role models to excel in school and participate in the sciences (and of course chemistry). They suggested I apply to the ACS scholarship, helped me with my application, and cheered me on. Even when I didn't do well in their class, they were always encouraging and helped set me up for success to do better next time.

• What do you think are the qualities required to be a good tutor?

  There are several important qualities that I have learned throughout my undergraduate and graduate studies about teaching that I think enhance the experience and set the student up for success.
  
  
  1) A tutor must be patient and kind. When a student doesn't understand a concept after being shown it several times, it's easy to get frustrated. First, consider the student's investment level (if a student truly wants to learn, they will be invested in understanding the concept and will put the effort in). A student shouldn't necessarily have a tutor if they "just want the answer". Not retaining information is generally a sign of a lack of effort. If the student is truly invested in learning, consider if the concept is not being explained in the way the student would learn it best (based on their learning style). Tutors who express frustration or impatience will result in the student feeling discouraged and possibly embarrassed, which makes it difficult to learn.
  
  
  2) The tutor will help the student set goals and keep them accountable.
  
  
  3) The tutor is honest and encouraging.
  
  
  4) The tutor will let the student do most of the talking, and reframe questions the student asks to get them to think inwardly. For example, if a student asks, "How do I calculate molarity?". Ask them back, "What equation do you think we would use?".

• Provide a valuable anecdote related to your subject or your days at school.

  During my time in university working on my Bachelor's degree in chemistry, I took a lab that integrated inorganic and organic chemistry. Our class consisted of only a few people since it was an upper-division course and was taught by one of my favorite chemistry professors. One day in class, I kept asking questions, and to my surprise, my professor was excited about it. He said, "This is the reason I teach chemistry, to delve deeper into the concepts and to educate students who really care". He taught me how to ask questions back to dig into my own insight and thoughts, and think independently. He encouraged me about my inquisitiveness and highlighted my interest instead of discouraging it, even when it didn't have to do with the material being learned in the lab.

• What were the difficulties or challenges you faced or still facing in your subject?

  I often find complex mechanisms difficult to memorize. I think the silver lining is that mechanisms in some way, shape, or form should be memorized, but not stepwise. Instead, thinking about components of addition, elimination, and metathesis will allow the mechanism to logically flow to arrive at the desired product. The aim is to use the tools in the toolbox to build the outcome, not memorize the blueprint.

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  I greatly enjoy helping students progress and eventually become fluent with the material. The process is very satisfying for the student and brings me a lot of joy. Educating people on chemistry and allowing them to feel confident with the material is a very valuable tool for a wide variety of fields, and it's amazing to help people get to where they want to go.

• What makes you a Superprof (besides answering this interview questions :-P)?

  I genuinely care about my students and want them to be the best version of themselves. I want to equip them with study skills and organization that will set them up for success. The majority of my students will reach the point where they understand the material so in-depth that they can teach it. Once you can teach a topic, you fully understand it.