Teaching

Thoughts on Teaching, Learning, and Academic Transformation

When Johannes Gutenberg invented the printing press in the 15th century, his partner tried to market printed bibles as if they were handwritten. But the uniform typeface gave away the new technology. Although some authorities initially dismissed printed books as less valuable, the ability to mass-produce texts revolutionized access to knowledge. Within just 40 years, more than 15 million books had been printed, breaking the monopoly on knowledge and fueling religious and social reform movements across Europe.

Today, the internet has triggered a similarly profound shift. However, true educational innovation requires more than simply recording lectures and uploading slides. Just as Gutenberg’s press needed new publishing practices to fulfill its potential, the digital era demands teaching methods that transform—not just transfer—how we engage students. The recent surge in generative artificial intelligence adds yet another dimension to this transformation. Like the printing press in its time, AI is beginning to reshape how knowledge is produced, accessed, and evaluated. As educators, we are now challenged not only to incorporate new tools, but to guide students in using them ethically and effectively, encouraging critical thinking and creativity in a rapidly evolving landscape.

Online or In-person Teaching and Learning

While self-directed learning models, such as those seen in Massive Open Online Courses (MOOCs) or online universities, can be effective for motivated learners, traditional universities continue to draw significant support because of what they uniquely offer: a community of scholars and a culture of mentorship. Students thrive when they can learn from faculty and peers in a dynamic environment that blends content knowledge with personal growth. Active learning, peer instruction, and hands-on engagement are foundational to this experience.

Importantly, these approaches are not incompatible with digital technologies. With thoughtful integration, online tools can enhance rather than replace the human-centered elements of teaching. The instructor’s role then evolves from lecturer to mentor and facilitator, supporting students as they explore and apply complex ideas.

Courses Taught

Academic courses I taught include lectures and lab instructions in general, physical, and analytical chemistry. Enrollment numbers have varied from 20 to 70 students in sophomore- and junior-level physical-chemistry courses to about 450 in general-chemistry lectures for majors and non-majors. Typical enrollment in graduate-level courses has been between 5 and 15 students.

Undergraduate Courses (Grundstudium), University of Bonn, Germany

• Physical Chemistry I-IV (Structure of Matter, Thermodynamics, Kinetics, Spectroscopy)
• Physical Chemistry I (Structure of Matter) for secondary-education majors
• Modern Methods in Physical Chemistry
• Instrumental Analysis

Graduate Courses (Hauptstudium), University of Bonn, Germany

• The Physics of Modern Spectroscopic Methods in Chemistry
• Modern Methods of NMR Spectroscopy and Imaging (including lab activities)
• Advanced Instrumental Analysis (including lab activities)
• Advanced Physical Chemistry Laboratory
• Principles of Catalysis

Undergraduate Courses, Missouri S&T

• CHEM 1100 – Introduction to Laboratory Safety and Hazardous Materials
• CHEM 1110 – Orientation for Chemistry Majors
• CHEM 1310 – General Chemistry I
• CHEM 1319 – General Chemistry Laboratory
• CHEM 2410 – Physical Chemistry I
• CHEM 3410 – Chemical Thermodynamics

Graduate Courses, Missouri S&T

• CHEM 5410 – Advanced Chemical Thermodynamics
• CHEM 6001 – Advanced NMR Spectroscopy (including lab activities)
• CHEM 6420 – Quantum Chemistry I
• CHEM 6450 – Spectroscopy
• CHEM 6550 – Chemical Spectroscopy