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My approach toward teaching begins with stimulating independent critical thinking. From my over 20 years teaching chemistry, I have seen how each student has a unique learning process.  Regardless of a student’s inherent abilities, all benefit from encouragement of their critical thinking. I aspire to extend each student’s confidence in his/her own ability to think critically about abstract problems. I encourage students to be bold rather than fearful in their approach to difficult questions. I further the advancement of problem solving skills by demonstrating how to think about a problem and walking through the steps required to reach the answer. In serving as a personal learning example, a teacher must be knowledgeable, skilled, and humble.


General Chemistry I

Chem 211

Taught as needed

General Chemistry II

Chem 212

Taught as needed

Bioinorganic Chemistry

Chem 446

Fall semesters, annually

Senior Seminar

Chem 490

Spring semesters, odd years

Bioinorganic Chemistry

Chem 646

Spring semesters, even years

General Chemistry for Engineers

Chem 271

Fall and spring semesters, annually

Chemical Infographics

Scientific communication for the 21st century

Dr. Jones often includes a creative semester-long infographic project in her undergraduate chemistry courses. Once upon a chemist was an infographic assignment first used in Spring 2019. At the beginning of the semester, students selected a chemist from a provided list and created a visual story about his/her contribution to chemistry. The Periodic Table Project was a celebration of the 150th anniversary of the periodic table in 2019. A little bit of history, a little bit graphic design, this assignment aimed to help students learn that chemists are real people who have amazing ideas.

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