2014 Outstanding University Graduate Student Teaching Award Winner- Masters II

Amy Christensen, M.S.

• M.S. in Chemistry, Illinois State University (2014)
• Instructional Assistant Professor, Department of Chemistry

Teaching philosophy

Stick with your studies, students, and you’ll learn valuable things, both practical and intellectual.

Most challenging part of teaching

I struggle learning the names of the students in the courses I teach because there are many students and because they come to lab only once per week. I use mnemonic devices (as well a liberal use of the seating chart) address this deficiency. For example a student named Rachel had a reddish tint in her hair so I connected Rachel’s “ch” sound with the word “cherry.”

Three most valuable approaches that I bring to my teaching practice

“Eric is extremely kind and genuinely cares for his students. His passion for teaching shows through his class and I enjoyed his class. I would definitely take another course with him if I had the option.”

Three most valuable approaches that I bring to my teaching practice

Patience is required because while every child has unique talents, strengths and weaknesses, sometimes it takes time for a person to “hit their stride.” Meanwhile, children bring a swirl of activity, problems, mistakes and delight in one’s life, and perspective is a quality that allows one to judge the individual ups, downs and detours of life as a minor incident or a signal of an issue requiring attention. Finally, I’ve learned that oftentimes children can succeed by just showing up and trying their best over time: this is perseverance. The lessons of the value of patience, perspective and perseverance transfer directly to teaching students of all ages.

Proudest teaching moment

A teacher is always a student, and earning a master’s degree in chemistry from ISU is an accomplishment that was very satisfying. The opportunity to learn chemistry in depth has made me a better instructor. The process was lengthy and demanding so I can relate to students who struggle with the subject of chemistry.