Teaching
During the Fall of 2023, I served as contract Assistant Teaching Lecturer (ATS) for CHEM 241: Introduction to Inorganic Chemistry at the Department of Chemistry, University of Alberta. The class comprised 130 students with diverse educational backgrounds. Being hired just a week before class started, I chose the in-person mode of lecture delivery and conducted quiz, midterm and final term exams with the help of the department providing 6 teaching assistants. The class achieved an average GPA of B, and all students successfully passed the course.
Throughout my Ph.D. studies, starting in the Fall of 2017, I served as a graduate teaching assistant. I recognized my responsibility of instructing and overseeing the general undergraduate chemistry lab experiments for CHEM10X. I prioritized delivering clear instructions to the students and diligently monitored their progress during experiment sessions. In addition to guiding them through the experiments, I also evaluated their pre-lab and post-lab assignments, offering written feedback on their work. Furthermore, I ensured a more personalized approach by providing verbal feedback during in-person interactions in subsequent lab sessions.
CHEM 241: Introduction to Inorganic Chemistry [Link]
My first experience lecturing Inorganic Chemistry as 200 level course to undergraduates was a mix of excitement and nervous anticipation. Crafting the syllabus, I aimed to make complex topics like Atomic Structure, Covalent Bonding, Metallic and Ionic Bonding, Reactivity Principles, Chemistry of Metals (including alkali, alkaline, and transition metals, along with coordination chemistry), and Chemistry of Nonmetals (focusing on p-block elements) accessible. With a huge diversity in the students' backgrounds, I adapted my teaching style to cater to varying familiarity levels. Integrating special topics, such as jewelry in the chemistry of metals, Haemoglobin and human breathing in coordination chemistry, and nanomaterials like graphene, carbon nanotubes brought real-world applications to the forefront. Navigating the initial lectures, I found a rhythm, encouraging student engagement and fostering in-class discussions. The culmination was a rewarding experience as the class achieved an average GPA of B, and every student passed the course.
CHEM 101 and 103
I conducted and taught CHEM 101 laboratory experiments to undergrad students pursuing a B.Sc. degree and CHEM 103 to students pursuing an engineering degree. This course was offered during the Fall terms. Mostly, first-year undergrad students opt for this lab. The total number of students during class used to be 20-25. There were total of 7 experiments that cover atomic spectra, bonding and chemical properties, stoichiometry and reactions, copper compounds, hydrates, analysis of vitamin C in tablets, calorimetry, and spectroscopy.
CHEM 102 and 105
I conducted and taught CHEM 102 laboratory experiments to undergrad students pursuing a B.Sc. degree and CHEM 105 to students pursuing an engineering degree. This course was offered during the Winter terms. Mostly, first-year undergrad students opted for this lab. The class was split into two sections, with 20-25 students each. There were a total of 7 experiments that included rates of reactions, equilibrium constant, titration of weak acids, buffers, nickel coordination compounds, determination of enthalpy and entropy changes, spectroscopic studies of bleaching of food dyes, voltaic cells and introduction to Nernst equation.
