Faculty Profile


    

Education

PhD, Cornell University, 2000.
Major: Chemistry
Degree Specialization: Inorganic Chemistry
BA, Drew University, 1994.
Major: Chemistry (Minors in Physics and German)

Current Scheduled Teaching*

CHEM 4940.001, Chemistry Seminar, Spring 2020
CHEM 6950.759, Doctoral Dissertation, Spring 2020
CHEM 6940.759, Individual Research, Spring 2020
CHEM 5940.001, Seminar in Current Chemistry, Spring 2020
CHEM 6950.759, Doctoral Dissertation, Fall 2019
CHEM 6940.759, Individual Research, Fall 2019
CHEM 5010.002, Introduction to Graduate Teaching and Research, Fall 2019 Syllabus

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

CHEM 6940.759, Individual Research, Summer 5W2 2019
CHEM 6950.759, Doctoral Dissertation, Spring 2019
CHEM 6940.759, Individual Research, Spring 2019
CHEM 5620.001, Selected Topics in Inorganic Chemistry, Spring 2019 SPOT
CHEM 6950.759, Doctoral Dissertation, Fall 2018
CHEM 6940.759, Individual Research, Fall 2018
CHEM 5010.002, Introduction to Graduate Teaching and Research, Fall 2018 SPOT
CHEM 4940.001, Chemistry Seminar, Spring 2018 Syllabus
CHEM 6940.759, Individual Research, Spring 2018
CHEM 5940.001, Seminar in Current Chemistry, Spring 2018
CHEM 6940.759, Individual Research, Fall 2017
CHEM 5010.002, Introduction to Graduate Teaching and Research, Fall 2017 SPOT
CHEM 4940.001, Chemistry Seminar, Spring 2017 Syllabus SPOT
CHEM 6940.759, Individual Research, Spring 2017
CHEM 5950.759, Master's Thesis, Spring 2017
CHEM 5620.001, Selected Topics in Inorganic Chemistry, Spring 2017 SPOT
CHEM 5940.001, Seminar in Current Chemistry, Spring 2017 SPOT
CHEM 4900.709, Special Problems, Spring 2017
CHEM 6940.759, Individual Research, Fall 2016
CHEM 5010.002, Introduction to Graduate Teaching and Research, Fall 2016 SPOT
CHEM 5950.759, Master's Thesis, Fall 2016
CHEM 6940.759, Individual Research, Summer 5W2 2016
CHEM 5950.759, Master's Thesis, Summer 5W1 2016
CHEM 4940.001, Chemistry Seminar, Spring 2016 Syllabus SPOT
CHEM 6950.759, Doctoral Dissertation, Spring 2016
CHEM 6940.759, Individual Research, Spring 2016
CHEM 5950.759, Master's Thesis, Spring 2016
CHEM 5940.001, Seminar in Current Chemistry, Spring 2016 SPOT
CHEM 6950.759, Doctoral Dissertation, Fall 2015
CHEM 6940.759, Individual Research, Fall 2015
CHEM 5010.002, Introduction to Graduate Teaching and Research, Fall 2015 SPOT
CHEM 1410.001, General Chemistry for Science Majors, Summer 5W1 2015 Syllabus SPOT
CHEM 1410.211, General Chemistry for Science Majors, Summer 5W1 2015 SPOT
CHEM 6940.759, Individual Research, Spring 2015
CHEM 5620.001, Selected Topics in Inorganic Chemistry, Spring 2015
CHEM 4900.709, Special Problems, Spring 2015
CHEM 4610.002, Advanced Inorganic Chemistry, Fall 2014 Syllabus
CHEM 6940.759, Individual Research, Fall 2014
CHEM 5560.002, Inorganic Chemistry, Fall 2014
CHEM 2900.709, Introduction to Chemical Research, Fall 2014
CHEM 4900.709, Special Problems, Summer 10W 2014
CHEM 6940.759, Individual Research, Spring 2014
CHEM 1410.007, General Chemistry for Science Majors, Fall 2013 Syllabus
CHEM 1410.271, General Chemistry for Science Majors, Fall 2013 Syllabus
CHEM 1410.272, General Chemistry for Science Majors, Fall 2013 Syllabus
CHEM 6940.759, Individual Research, Fall 2013

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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