photo 10/30/10 Long Island, NY photo 9/3/18 Columbia, SC photo 12/7/2023 Columbia, SC

This is my father's old home office. My parents have owned this house in Columbia, SC for around 40 years. I graduated from Irmo High School from this house and my transcript from when I went to the University of South Carolina for my undergraduate school has this same address. I am currently living at this house with my parents. It is the background that I used for all of my livestreaming lectures at PC since Covid 19 closure shut the campus down since Spring Break March 2020. Most of the books in the background are my father's Physics books with just a single row of my own Chemistry books.

General Chemistry I Lab - 2:30 pm to 5:30 pm Wednesday DMSC 211 (19 students)
Organic Chemistry I Lab - 2:30 pm to 5:30 pm Thursday DMSC 215 (9 students)

I grew up mostly in Columbia, SC. My parents bought a house in Irmo more than 40 years ago. I graduated from Irmo High School, University of South Carolina (BS Chemistry, went to college commuting from parent's home).   I earned my Ph.D. in Chemistry from the State University of New York, Stony Brook.   I did postdoctoral research at the University of Wisconsin, Madison and Columbia University in NY, NY.

I have been teaching college chemistry for about 20 years.   My last tenure track faculty position was at a college with a small Ph.D. program in Chemistry.   I just did not get tenure.   I got voted off the island from my tenure track positons.   I have been teaching mostly Organic Chemistry lecture and lab and General Chemistry lecture and lab.   I have almost always written my own lab handouts for all ~20 years of college chemistry teaching and have a copywrited organic chemistry lab textbook.   Last 2 years I taught high school science full time because I was trying to teach in the same town as my elderly parents who needed help. I had caregivers who helped when I was at work but I took care of my parents at night and weekends. I passed the science praxis exam with a 98.5% grade (standardized national test given to high school science teachers, included chemistry, physics, biology and earth science.)   I was a certified high school teacher in the last 2 years going through the PACE alternative certification program.

My Best Quality as a teacher is that I almost always get good retention.   Retention is a major problem in college teaching.    I remember an old movie where a bunch of freshmen are sitting in a large auditorium of 200 students ( a common class size in many large colleges). The professor says look to your right look to your left.   By the end of the semester ONE of the three if you will not be here anymore.   30% drop/fail is actually a fairly common freshman college statistic.   I on the other hand usually get almost NO drop / fails.   I do not dumb down the class.   I just do a lot of extra work.    Most college professors do 3 exams and a final exam for their introductory lecture class.   For my introductory lecture classes, I do 3 exams, a final exam 6 quizzes and about 3 in "class work assignments" every time the class meets (ends up being about 120 assignments per student (3 per class, about 40 classes) a semester "in class work assignments".   This semester with my 44 general chemistry lecture students + 9 organic lecture students (53 total students x 120 in class assignments per semester), I end up with 6,360 in class assignments + 530 exams and quizzes. (about 7000 assignments - I make up the assignments - I grade the assignments and this is just for the lecture).   I have the same students in the lab so I am also adadpting and writing up labs for Erskine.   I am also grading about 9 labs x 53 students x 5 page lab reports on average / lab = about 2400 pages of lab reports to grade.

When I was teaching at at Presbyterian College (covid year), there were 5 sections of General Chemistry.   I taught 2 of the sections.   Everyone else obtained the standard 30% drop/fail.   I got almost no drop/fails (went drown from 54 students to 53 students at the end of the semester).    However on a common multiple choice assessment exam, I had about the same average as the other sections despite NOT losing my bottom 30%.    So I have proof that I actually teach my students and they actually learn.

Teaching high school, I noticed policies like assigning no lower than 50% on all assignments even if the student did not attempt the work. There are exam redos until the students pass the exams.   High school students earn points for doing things like drawing pretty pictures with crayon of the elements.

My college classes have never included extra points for "fluff". Even when I was teaching high school I never did "fluff" extra credit like crayon drawings. I was required to follow the 50% and exam redo because those were high school policies.   If a student does not learn, they are not going to get MY stamp of approval for going on to have their chemistry courses the gateway for becoming medical doctors, pharmacists, nurses, engineers. I will not be responsible for uneducated engineers who cause falling buildings.   I will not be responsible for uneducated medical doctors who kill patients.

However it takes a lot of extra work [120 assignements (me) vs 4 assignments (most college professor) per student in a semester].   I have worked with college professor colleagues who said in words "... no matter if we lose a crop of students this year, we get more next year..." as if students were a crop of corn.   I have never been and will never become a college professor who says I am not willing to help my students learn and overcome their difficuties to succeed because I do not care.

The most important thing for a student to succeed in college is the amount of effort put in by the students.   The effort is going to be guided effort from the 120 assignments per semester per student.

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Dad passed away a few days later after the trial caregiver in early October 2024.   First time without one of my parents around during Christmas. Before even if I was teaching miles away in another state, I would always visit my parents during Christmas. In the last ~ 10 years, I have been working nearby and living with them in the same house or visitng every weekend. Brother used to visit us but this year he invited me to his house in Virginia for Christmas.    He sent me an airplane ticket to visit.   He is a nice guy.   Being good, ethical people is the family trait.   posted 1/6/25

x mas dinner
pic 1: brother, sister in law, nephew, me

      brother's house in Virginia at Christmas                                                       Dad's house(SC)
                                                                                     as I cut bamboo fell by hurricane Helene
               Christmas Break 2025                                                              Christmas Break 2025

I originally intended to post everything on my personal website but posted everything to the college learning managment system instead. Just twice as much work to post on LMS and then also post on this website and I was a little time crunched. The labs did not have a textbook but used handouts. For some reason every single lab had chemicals & glassware that they had used last year not anywhere in any of the lab rooms to which I had access. Because it takes time to order and receive chemicals and to find chemicals and glassware, I ended up doing (from the 9 lab handouts in the LMS) only 3 of the labs. The rest of the labs were from my own lab handouts. I chose some old lab handouts that I had written (some in the copyrighted lab text and some in copyrighted lab handouts) which had the most common chemicals and glassware. I also had some chemical ordering mishaps (order something 3 weeks before the lab, paperwork snafu end up re-ordering a week before lab), equipment malfunction (lab freezer that I had used several times during the semester already - someone shut off the freezer, cleaned out all the ice, shut off the water to the freezer, turn the screw to lower the temperature setting on the icemaker - found day of experiment needing ice - bought a bag of ice from Walmart)

I originally intended to post videos of the lecture but I was sure that students would not attend class if I actually posted videos so I did not post videos. Students who flunk out of class are generally those who never attend class. Viewing videos of class is not the same as attending class. I also believe that some students did not actually even watch the videos of the class even if posted. They just got second hand information from other people about what was covered in class which understandably was often incorrect and missing half the real information covered in class. If students don't come to class, there is nothing that I can do to help the students. Too much posting contributes to students not attending class and subsequently flunking out of class. I firmly believe this.

posted by Dr. Juliet Hahn on 12/14/22 at 9:39 am from her parent's Columbia, SC home

PS: This semester was really hard on me. I started the semester commuting to Hartsville (1.5 hr commute one way). I left my parents in the care of caregivers. About a month into the semester, I had problems with the caregivers. So I hurridly mid semester got an apartment in Hartsville about a block away from where I work. I got up in the morning took care of my parents, went to work, came home at lunch to give them lunch and check on them went back to work and then came home at the end of the day to care for parents. Parents ended up eating a lot of lunch cafeteria food.

Near the end of the semester, Mom passed away. (some sleepless nights going back and forth to the hospital and checking on both Mom and Dad) I did not think Mom was going to pass away. Right before she went into the hospital by ambulance, she was eating really well, she had started to eat using her own hands, she seemed happy.

Here are the final averages at the end of the semester. All averages are for the combined sections.

Exam I 86.6%, Exam II 86.7%, Exam III 86.4% Final Exam 86.9% average Final Grade for the class 89.3%

No I did not flunk out half the class. If everyone you know flunked the class, you were in a small bubble of people who flunked.

Exam I average = 86.8% Exam II average = 82.7%, Exam III average 83.6% Final Exam average 80.8%,

No. I did not flunk out half the class. If everyone you know flunked the class, you were in a small bubble of people who flunked the class.

No. I did not flunk out half the class. If everyone you know flunked the class, you were in a small bubble of people who flunked the class

I was not offered any classes to teach in Spring 2022 from the Citadel. I have not separated from the Citadel as an adjunct yet so it is still possible that could be offered classes to teach in the future. (update: I am not exactly seperated but since I have a full time job at Coker University, would not accept a class even if offered because it would be too much work.) I was however offered a General Chemistry Lecture and Lab classes to teach at Denmark Technical College for Spring 2022. Unfortunately because my father had a mini stroke at the start of the Spring 2022 semester, I was unable to accept the teaching position at Denmark Tech (after going in to complete all HR paperwork and having my name listed in the online registration website briefly).

So in the Spring 2022 semester to now, I am spending my time taking care of my parents and trying to figure out how to both work full time and take care of my parents. After his mini stroke, my father fell on my mom (bc he was unsteady on his feet and decided to excercise by walking around the yard with mom & me) and mom broke her arm and leg. After being in a caste for 2 months, mom can only move inside the house in a wheelchair so far. Before the fall, mom was able to walk around the house by herself. My parents will NOT be moving into a nursing home. I promised to take care of them and I always keep my promises. My parents need to get a little bit better and I will probably have to hire some part time helpers. posted by Dr. Juliet Hahn on 7/5/22 at 7:10 am from her parent's Columbia, SC home

What I do really well: I am an excellent teacher. At a faculty position at the Citadel, I ended the semester with almost no drops/fails in comparison to another faculty person’s self reported (at a recorded zoom faculty meeting) 50% fail/drop rate in an Introductory Chemistry class (a chemistry class for non science majors students). At a faculty position at Presbyterian College, I ended the Fall semester teaching General Chemistry I Lecture with a drop/fail rate from 55 students to 53 students (only failed or dropped 2 students). Other faculty (& historically) had a drop /fail rate of around 25 to 30 %. Despite the low drop/fail rate, my students had about the same end of semester score on a common assessment exam as other sections. At a faculty position at Delaware State University, the dean stated that the previous faculty person had about 50% fail rate in Organic Chemistry lecture class. I had a fail/drop rate of almost zero. At a faculty position at SUNY, Cortland, I changed a drop rate of 30 students to 5 students between Organic I to Organic II to almost no drops (~30 students Organic I, ~ 30 students still enrolled in Organic II).

So what happens if a student flunks out ? Some students change majors – they start college as pre- nursing, pre-med, pre-pharmacy, engineering majors and become art history, photography, women’s study majors. Some students drop out of college. Studies have shown that students who have some college (by dropping out) get no increased pay for the rest of their lives in comparison to students who complete college. Chemistry is famous for being the weed out class for a lot of students.

Am I dumbing down the class to achieve the low drop rates ? No. I just teach students how to study Chemistry and structure my classes with lots of low value quizzes and tests. The way I teach is very time intensive for the instructor, me. A lot of colleges do not reward good teaching. They reward getting federal research grants funded as if the job of a college is to do research and not to teach students.

Also for instance the biggest reason that most students do badly in General Chemistry is plain old applied algebra. Plain old algebra is actually easily learned very quickly if taught well. The biggest reason for most students to do badly in Organic is the memorization of chemical reactions. If you structure an Organic Chemistry test with the majority of the points for an organic synthesis problem and memorization of chemical reactions, I can bet that the average on the tests will be where 50% of students flunk the test. There are other things (like mechanisms, spectroscopy, etc) in organic chemistry which can appear on tests. Also there are ways to show students how to memorize chemical reactions and how to approach chemical synthesis problems but most chemist (especially synthetic organic types), don’t even understand why the students don’t get it.

So I am an excellent chemistry teacher. If what you want is an excellent chemistry teacher, every college needs me. Do I look like my students ? No. Is it necessary that I look like my students ?

I believe that empathy and understanding are qualities that transcend superficial qualities like how you look. It should be how you teach - not whether you look just like the students that you are teaching. If you flunk a class from a teacher who looks just like you result in you not being able to become a doctor, is your life better ? I believe that part of the reason for the failure rates at most colleges is that I have heard faculty say things like (insider info - following is not implied but actually verbalized by faculty to other faculty) : We have to assign F and not let students drop because if you assign F, the students will retake the class so we have more students taking chemistry classes. If you let them drop, they will take some other class other than chemistry that satisfies requirements. Don’t worry that half the students are failing, we will have another crop of students coming in next year anyway. Our standards at (well known not academically high level college) should be exactly the same as Harvard and MIT so then the student earns an F at a well known not academically challenging college getting double the stigma of a low grade but not at Harvard. Interesting what some college insiders say isn’t it ?

Untrue Rumors (Almost Funny in a way)

(a) I look young for my age and my mother also looks young for her age. People often think I am my own daughter and that my mother is me. My mother has a degree which qualifies her to teach elementary school. I have a Chemistry Ph.D. which qualifies me to teach Chemistry at the college level. My mother is not the person who teaches General Chemistry, I am. I have never broken a leg and have never used a wheelchair. My mother broke her leg and uses a wheelchair. So it is untrue that Dr. Hahn is unable to teach because she is in a wheelchair and in ill health. I am as healthy as a horse and have never had any serious health issues.

(b) I and no one in my family is from "Communist China". I am not even ethnically Chinese. I am a legal American citizens. I have never even visited any communist country in my entire life. My parents bought the house in the suburbs of Columbia, SC that we are currently living in some 40 years ago. I grew up mostly in NY and SC. My father earned his Ph.D. (in Physics) in Florida from Florida State University and was a professor at Benedict College for some 30 years before retiring. My brother earned his Ph.D. (in computer science) from Ohio State University and is a professor at George Washington University and lives in Virginia. I earned my Ph.D. from the State University of New York at Stony Brook.

I am also not from California. No one in my family or relatives lives in California. I have never lived in California. All my relatives live in the east coast. I would not refuse to work in SC because I have relatives in California. My parents are still living in SC and no one I am related to lives in California. Actually in recent years, I have been trying my best to continue to teach in South Carolina or nearby because I promised my parents that I will take care of them in their old age & not send them into a nursing home.

(c) Rumor I heard: I am getting married in the middle of the semester of teaching classes at Presbyterian College. I have several untrue getting married rumors in my life usually in the context of she doesn't want to work because she is getting married or we don't have to pay her because she is getting married and she will still work without pay.

Probable reason for the rumor - mail mixup: I was teaching at Presbyterian College in Spring 2019 when Covid hit. I had an apartment in Clinton but because PC went completely online right after Spring Break, I just taught my General Chemistry lecture and lab from my parent’s house online. I kept my apartment because I thought that the Covid thing would be over in a week and I thought the online thing would end soon. About a month into online teaching I visited my Clinton apartment to pick up some stuff I needed and found that the electricity in my apartment had been turned off (for about a month) and that all my food in the refrigerator had rotted. I called the electric company and they told me that I had shut off my electricity when I moved out. After several calls to the electric company, I found out what had happened.

I had been getting some guy’s mail at the Clinton apartment. I do not know this guy and I have never met this guy. When I first got this guy’s mail, I first just put the mail back into a mailbox then I told the mail man. Then I finally put a label on my mailbox to only deliver mail at my mail box for me. Someone kept removing my label asking that the postal service only deliver mail for me at my mailbox. It is possible that the guy actually had a key to my mailbox the entire time that I lived in this apartment complex. I found out from apartment management after electricity shutoff, that this guy used to sublease my apartment from the previous tenant. When the previous tenant left, the guy moved to subleasing from another apartment in this very large apartment complex (about a hundred unit apartment complex).

This guy had left the apartment complex and moved to a shared house. When he moved because he was not the primary tenant (but was subleasing) somehow they shut off my electricity (hard to believe that the guy did not specify apartment number) instead of his electricity. The electric company actually sent my final electric bill (final bc the guy shut off my electricity instead of his electricity) to this guy’s new address. Because I was the official tenant at my apartment, the final electric bill was addressed to my name to this guy’s new address. I find it totally unacceptable that the guy got a bill to my name at his new address and had not done at least a return to sender. My electricity was shut off but his former apartment electricity would not have been shut off. I find it hard to believe that so many of the “right” errors had to occur for this mix-up to happen without any direction. I do know that someone (not myself) attempted to open a credit card in my name when I was living in this apartment complex because I was notified by the credit card company.

(d) rumor: I don’t know how to do computer stuff. I contact computer staff via cell phone so much that I am not really doing my own computer stuff.

Truth: OK. I am not young and I am a woman but I was 2 classes short of a computer science BS so I do not fit the stereotype of the clueless computer user. (Instead of a chemistry / computer science double major, I graduated with a chemistry BS major with a computer science minor from the University of South Carolina.). I also have been posting videos on youtube since 2009. I have maintained my personal website since around 2003. (Arkansas State U had workshops on how to maintain website for all faculty when I was a professor there.) I bought my document camera about 5 years ago. I mostly figure out how to do computer stuff by help menus, youtube videos and trial & error. My zoom recording with document camera and powerpoint and little webcam is just a combination of what I have been doing for years.

Most colleges have staff whose job it is to assist faculty on learning new software. I am a fast learner and more computer literate than most people so I need less assistance than most other faculty. I do not contact staff via cell phone all the time to barely do my work. One computer staff person (whose job it was to set up faculty computers), set up my office desktop and then neglected to give me the password for using the desktop (but gave me his cell phone #). I believe his intention was for me to cell phone call him like a crazy person to get the password for the desktop. He did tell me the standard pw that he normally uses in passing (without telling me that he was going to use that for my desktop password) to cover his ass. No one other than me would have figured out that he had used the standard password for my desktop because he did not tell me this. If I had not paid attention, I would not have noticed him saying anything about the password at all. He lied and told people that he did all my computer work for me because I was too stupid to do it myself and implied that he did all this work for me because I slept with him.

Not true. I never did anything social with this guy ever. Factually I was only on campus during normal business hours. I only met the man for all of 30 minutes for the entire year on campus. I usually have a log sheet on campus by my office which gives times that I am on campus. I started to do this log sheet because I am a target for ridiculous lies. I am also very careful about when I am on campus because of ridiculous lies. I never communicated with computer guy via cell phone. I communicated via email. He said a couple of things via mass email & in faculty workshops which I thought at the time was strange however I did not imagine that he was making up such a whopper of a lie. Because there was not one shred of truth to the lie, I made no attempt to defend myself. Also when I found out the lie, I did not want to dignify the lie by even mentioning the lie. Am I imagining that there was such a lie? No because a couple of people told me about the lie to my face in words.

If I were a man no one would make up such a ridiculous lie and no one would believe such a ridiculous lie. If I were a man it would be easier for me to constantly go eating and drinking with colleagues so that I was more plugged in with everyone. I have found that when I try to hang out with my colleagues (who are mostly male) in an attempt to be collegial many people imagine non existent personal relationships. Sometimes even the colleagues get confused that my attempt to be collegial in order to do my job is actually my attempt to have a personal relationship (with usually some married guy) and then I have to put my foot down. Not collegial and did not earn me any friends but necessary. So I have been forced to stay at arms length to prevent misunderstanding.

During Spring 2020 Covid 19 struck so after Spring Break all classes (which were orginally all face to face classes) converted to totally online for half the semester. We had a few days to come up with the conversion of the face to face class to online classes. I adapted my face to face class by livestreaming the class using gmail meet (hangout) at the normal class times. I had already posted the powerpoints for the lecture class in the face to face class and I continued to post the powerpoints. I also posted the recording of the livestream class in case students were unable to virtually attend the livestream of the class at the normal class times. Some students told me that they only had cell phones and did not have a laptop. Some students said that they had limited internet and the only internet that they had was their cell phone. Some students had moved to different time zones.

The tests were originally 60% multiple choice and 40% short answers/word problems. I kept the same test format by offering the tests by emails. (online testing did not work well with chemical equations and showing mathematical formulas which earned partial credit in the short answer portion of the tests) I allowed students extra time to accommodate the extra time in case a student needed to read the test by cell phone. I also allowed students to return the tests by writing the answers on any piece of paper and cell phone photo-ing their answer to return to me by email. posted by Dr. Hahn on 5/19/20 at 11:55 am from her parent's Columbia, SC home

********************************* Everything below this line has absolutely nothing to do with the classes I am teaching this semester at Presbyterian College. My position at PC is teaching only and I am not doing any research. I do not anticipate doing any research at PC.

Also note that all of the research projects shown below were done at DSU and ASU were on research projects with me as the principal investigator (only professor working on the research project and not done under the supervison of some other fellow professor at the respective institutions.) The "group meeting" pictures were with research students funded by small research grants to me as principal investigator. I recruited and hired the students for my research group. All my research students were excellent students. I do not believe in using research in place of learning in class with traditional tests for students who are nearly earning an F in class. Doing something like that just results in students who know no chemistry.

Interestingly enough the Dean of Math & Science at DSU (no longer at DSU) told me that if I wanted to get funded by a major research grants that I had to have a certain demographic of students. DSU was also trying to have extra method of paying student atheletes who were also good students and I was told to include student athletes in my research group. Chemistry had a lot of female good students so I had to go outside of my department in order to have the required demographic including types of majors (also dictated by the dean). Certain type of research grants give special consideration for demograpic of student workers as extra brownie points so that lower score for the actual research idea gets extra points for funding decisions. None of the group meeting pictures shown below are social in nature and the group meetings were not pictures with friends. The group meeting pictures are with me as the head of the research group. Once a semester research group meetings with food and group cohesiveness building is actually fairly common at graduate degree granting universities. My students in these pictures are however with all undergraduates because the graduate programs at the colleges where I was a professor were all very small (about same number of grad students as professors).

during Christmas 2016 sitting in front of the living room window at my parent's house in Columbia, SC

I grew up in Columbia, SC and upstate New York. I have family in SC and Virginia. My only brother has a doctorate in computer science (from Ohio State University) and is a tenured professor at George Washington University in Washington, DC and lives there with his family. You can find his website on the George Washington website under the name, Dr. James Hahn. My father has a doctorate in Physics (from Florida State University) was a professor for some 30 years in Columbia, SC at a small private college and is now retired. My mother has a degree in early childhood education but has always been a stay at home mom. My parents who are in excellent health still live in the same house that they have owned for over 30 years in a subdivision in the suburbs of Columbia, SC. I am of course a US citizen.

I moved around a lot for my career because there are a lot of faculty positions at smallish colleges for Chemistry professors but almost none of the positions are in the same city and also almost never in the same state. It is almost impossible to maintain friendships when one faculty position is some 300 miles from another faculty position and faculty positions almost always occupy a lot of time so that I have spent my entire career doing 27 hours of work in 12 hours. I have no children so no one can say that I am unable to teach at certain times of the day because "... she has to take care of her children.." Neighbors and colleagues of course have children and sometimes people think that totally unrelated children (who look nothing like me - because they are not my children) are mine. I think because people assume or like to say "...of course she works less than her colleagues because she has children and any children in her general vicinity must be her children..." Not true though.

I also often get mistaken for being an undergraduate student, graduate student or secretary. I have to admit I don't look much like what I would draw if someone said draw a Chemistry professor with a doctorate in Chemistry. Sometimes when someone is pushing to get a new graduate program, they will point to me teaching my freshman chemistry class and say - "It would be great if we had a graduate program in "fill in blank here" because look at that graduate student who is teaching 50 students. (pointing to me ... who is NOT a graduate student and has been teaching freshman general chemistry for over 15 years post chemistry doctorate)

Tenure is also a little like the "game of survivor" and I have always been a better chemist and chemistry professor than I have been a politician.

High School: Irmo High School, Columbia, SC (top 1% in cumulative GPA of my graduating class, top 3% nationally on PSAT standardized exam) I also attended E.L. Wright Elementary School in Columbia, SC.

BS Chemistry University of South Carolina, Columbia (where my parents still live), Magna Cum Laude, Phi Beta Kappa, 3.8/4.0 GPA (2 computer classes short of chemistry / computer science double major)

postdoctoral research University of Wisconsin, Madison; Columbia University (NY,NY)

more than 10 years experience - all post Ph.D. as a tenure track assistant professor

teaching: class sizes between 7 and 300 students, Organic Lecture (mostly for science majors), General Chemistry Lecture (mostly for science majors), Organic Lab (using own sole authored copyrighted lab textbook), General Chemistry Lab, graduate level (PHD & MS students) Advanced Organic, Bioorganic and Organic Spectroscopy, Organometallic Chemistry

(PHD Organic, with additional 21 graduate school credit hours in Inorganic, 12 graduate school credit hours in Analytical (Most Chemistry PHD programs require 9 to 12 graduate credit hours for a major in a Chemistry sub area, Therefore I have enough graduate credit to claim to have a triple major in the Chemistry sub areas of Organic, Inorganic and Analytical Chemistry.)

research: research as principal investigator with primarily undergraduate students (1) carbon nanotube functionalization to make electrically conducting thin films - new materials, solar energy collector (2) photodimerization of thymine to bioorganically experimentally simulate the photodimerization reaction implicated in skin cancer (3) stereoselective synthetic methodology using organoaluminum catalysis and a zwitterionic effect in a class of neurobiologically active natural products with potential application as diagonostic or pharmaceuticals for diseases like Alzheimer's and Parkinson's

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Grading at my parent's Columbia, SC home: Here I am grading papers on the front porch of my parent's Columbia, SC home. The other picture is my parent's house around Christmas 2010 when it snowed. posted by Dr. Hahn at 11:20 am 5/3/15 Sunday from her parent's Columbia, SC home

A question which I keep getting is why did you decide to go into chemistry ? Why did you decide to become a Chemistry Professor ?

Why did I go into Chemistry ? I liked Chemistry when I was in high school and in college and I was very good at it. When my Freshman class in college took an ACS standardized exam, I got the highest grade among all students (~ 200 student class) who took the exam. I do have to admit that I did take 2 years of Chemistry in high school (one AP Chemistry class) and did not "Advance Place" out of a semester of Introductory Chemistry because I was pretty sure that I wanted to major in it and did not want to have holes in my Introductory Chemistry classes. (So it is not really that surprising that I got a high standardized exam grade.) Am I telling you this to make you all into chemistry majors ? Not really. Everyone should do what they enjoy doing and what they are good at doing. Because if you do what you like doing then you will be successful at it and you will never "work" a day of your life because you will be doing what you like doing. Of course anything worth getting is never easy.

Why did I decide to become a professor? I am (without a trace of inflated pride and with absolute honesty) an excellent teacher. Former colleagues and administrators have described my teaching as "innovative" "imaginative" "charismatic". I really like helping students achieving their life goals. I think college professors have the most important job of helping develope the leaders of tomorrow in any community. Many universities have lost their base mission of teaching and developing the next generation and sometimes you will hear things like "It does not matter if we weed out large crops of students. There are always more students that will come in to replace the weeded out students." I like teaching at a university which is student centric.

A significant number of students abandon their dream jobs (engineering, pharmacist, medical doctor, nursing) because when they take introductory Chemistry classes (the gateway/weed out class for many STEM jobs) , they feel that no amount of hard work will result in success. Maybe 10 % of students are naturally gifted in STEM areas but the remaining students are not necessarily "the weed out students". Student's being inspired to believe in hard work and a teacher showing students how to study chemistry successfully can help many more students achieve success in introductory Chemistry classes. College sucess is more about hard work than almost anything else (assuming reasonable intelligence & sufficient academic high school background).

I grew up in Columbia, South Carolina. My parents still live in Columbia in the same house that they have been living in for more than 30 years. My father, who has a doctorate in Physics retired from teaching at the college level some years ago. My mother does have a degree in Elementary Education but never taught and worked at a bank before marrying my father. My mother has always been a very supportive stay at home mom. My parents are in excellent health and have always been very supportive of my career.

posted by Dr. Hahn at 9:30 am Tuesday 9/9/14 from her FMU office modified by Dr. Juliet Hahn on 6/7/15 Sunday 11:40 am from her parent's Columbia, SC home (updated by Dr. Hahn on 5/24/17 from her parent's Columbia, SC home)

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Here is a narrated PowerPoint Presentation on Active Learning in the Online format which I changed into a video

This was a project for the online workshop for faculty at Francis Marion University on online teaching. It was supposed to be a group project but the part posted above is just my part of the presentation. I had also attended and participated in a workshop (paid for by DSU) for faculty on Active Learning presented by the University of Wisconsin when I was a professor at DSU.

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Organic Chemistry Lecture class: substitute teaching myself via video while presenting at the National ACS meeting on 8/22/2016.

General Chemistry Lecture class: substitue teaching for myself via video while presenting at National ACS meeting on 8/22/2016.

Here is the General Chemistry I video lecture for 9/9/13 "The Mole" (when I was away at the National American Chemical Society Meeting in Philadelphia, PA, I used the video lectures to substitute for myself while I was out of town) by Dr. Hahn. The rest of the video lectures are located at https://www.youtube.com/user/JulietHahnPhD (playlist view)

Dr. Juliet Hahn Statement of Teaching Philosophy: Short Version on left (for people with really short attention span) and Long Version on right. (embedded from https://www.youtube.com/user/JulietHahnPhD ) (playlist view) uploaded on 7/1/12 from Socorro, New Mexico

Video performed and videotaped by Dr. Juliet Hahn (laptop on stool). I was 2 classes short of Computer Science/Chemistry BS double major (ended up with Computer Science minor) & I used the "help" directions and trial and error. Still photo was taken using the auto setting of my camera. Music is from the "sample" music on my laptop "Sleep Away" by Bod Acri. My Mom thought the video was so well done that someone would think that I had professional help making the video. My Mom (as everyone's mother does I am sure) always thinks I do everything really well.

Doing Research with FMU students at USC, Columbia in host lab: Ashley Bird (biology major, chemistry minor, senior), Melanie Thomas (biology major, chemistry minor, premed, junior) and Dr. Juliet Hahn (chemistry major BS from USC, Columbia, chemistry doctorate - SUNY, Stony Brook, postdoctoral research Columbia Univeristy, NY and University of Wisconsin, Madison) June 2014

	Dr. Hahn's Research Group Winter Break '08 at DSU as an Assistant Professor Here are the members of Dr. Hahn's research group during winter break '08. From left: Timothy Hokett, Logan Mears, Christen Dillard and Dr. Hahn. All students were supported by the INBRE startup grant. (winter break was from 12/10W to 12/23T)

Dr. Hahn tunes the NMR. (otherwise known in NMRese as "praying to the NMR gods")	Both Ruth and Nicole got to spend lots of time on our brand new (nearly ~$300,000.00 NSF funded) 400 MHz FT NMR. We used this nifty piece of equipment to do advanced techniques such as a number of 2D experiments to fully identify the product of our reactions.

Juliet Hahn, Ph.D. Assistant Professor Department of Chemistry & Physics Home Page


Here is my parent's cat Jennifer Meow Hahn enjoying my father's pansies in my parent's home in South Carolina.