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

     photo 5/22/20 from her parent's Columbia, SC home

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.

 photo  10/11/12 at Francis Marion University office (Florence, SC)              

Homepage     Juliet M. Hahn,Ph.D.    

This website is maintained and funded independently by Dr. Juliet Hahn  

Dr. Juliet M. Hahn

312 Lancer Dr

Columbia, SC   29212

JulietHahnPHD@gmail.com

Ph.D. Chemistry State University of New York, Stony Brook

BS    Chemistry University of South Carolina, Columbia

High School:    Irmo High School, Irmo SC

Teacher

Lexington 2 School District

I have never taught Physics but all people with a Ph.D. in Chemistry have taken at least one class in physical chemistry in graduate school and also one class in physical chemistry while getting a BS in Chemistry.   Physical Chemistry has portions that are similar to cotent in Physics.   Also I took a year of Calculus based Physics in college (equivalent at U of SC to taking 2 years of Physics).   I also have a library full of old Physics textbooks that my father collected over the years at my Dad's house where I live.   I also have a father with a doctorate in Physics from Florida State University who was a Physics professor at Benedict college for 30 years before retirement and a brother who has a MS in Physics and a  doctorate in Computer Science and is a computer science professor at George Washington University in Washington, DC.

I am currently getting to campus at around 8:30 am to around 8:40 am.   First period starts at 8:50 am.   My first period is my preparation period so for 90  minutes I don't teach a class after I get to campus.   My first class starts at 10:36 am.  Part of it is dependent on when my Dad's caregiver gets to the house.  

I have also been burned by outright LIES in my former faculty position.   So I was getting to work early in the morning 7:30 am to 7 am (for a class starting at 8 am) and working my butt off (often to print out needed class handouts) and then I hear a weird rumor that I am getting in early in the morning because I need to meet in secret with a male colleague who is really doing all my work.   So I am working my butt off working BY MYSELF and I hear that a person who has a MS in Ecology or some such field  or is a retired former  power company executive is doing all the work that I AM DOING.   The rumor had to be  that I am meeting in secret because I WAS NOT meeting at all with anyone.   Because I was working by myself, no one saw me ever meeting with anyone because I was NOT meeting with anyone.    I was doing my own work above the abilities of the person who the rumor said was doing my work for me.  

So I am working at my home office and getting to work when classes are going on and there are lots of students and faculty around because I am doing my own work.   No one is doing my work for me.   I am doing my  own work.

I am not using someone else's powerpoints for the Physics class that I am teaching.   The reason why I don't is because if I use someone else's powerpoint, I will not fully understand the nuiances of what is on the powerpoint.   I am using the textbook companies powerpoint with my own modifications to the powerpoints.   This of course takes time to prepare.

****************

I passed the Praxis Exam in the Chemistry Content Area with a score of 190/200 (95% score) as of the beginning of October 2023.   The  score needed to pass in the state of SC is 75%    Median score is 159/200 .    I have also been accepted to PACE and Teachers of Tomorrow.   So I am treated as a certified teacher as of October 2023.

College Teachers do not need education certification to teach.   They just need to have  a Ph.D. in the content area.   I have a Ph.D. in Chemistry so I can teach Chemistry at any college without teacher certification.

High School teachers need certification by the state in order to teach as a certified teacher.   In the state of SC current law is that anyone who has passed the Praxis Exam in the content area can teach.   To be considered a certified teacher, one needs an acceptance letter from PACE or Teachers of Tomorrow so I am considered to be a certified teacher.  

The normal route to be a certified teacher is to take classes in education.   I have never taken any classes in education however I have been teaching mostly freshman and sophomore college students for about 20 years (mostly in colleges with 4 year degrees or higher, about a year at community colleges).  I have only taken graduate courses in chemistry.    I also have  taken a year of calculus based Physics (physics 211/212) while doing my BS in Chemistry at the U of SC.   Physics 211/212 was equivalent to taking 2 years of Physics at the time at the U of SC. 

Last year I was teaching at Coker University.   I was not the person teaching Physics at Coker last year so I was NOT the person who started with about 20 students at the beginning of the semester and ended up with 5 students at the end of the semester.   I was also full time at Coker so I was not the teacher who was teaching high school and also teaching at Coker.

They told me that I was hired before the start of classes at Richland North East but there was a long delay before the paperwork processing was completed and I was allowed to start teaching.   My students had no teacher for the first month so my students basically had study hall for the first month of classes.   Even with that I am fully caught up in class content but I also only did one lab this quarter.

I also received a class room which apparently had been used by the Math department for 10 years so my classroom (lab room) had clogged drains, leaking safety shower (shut off because of the leaking), no safety glasses. When I turned on the water was turned on red rust came out with sputtering water.   There were no balances in the room and almost no equipment or glassware.   There were a few graduated cylinders and a few beakers in the room.

JulietHahnPHD@gmail.com

cell:   803-834-0827

http://JulietHahn.com

parent's house (owned for ~ 40 years) Dr. Walter & Mrs. Margaret Hahn 312 Lancer Dr.  Columbia, SC   29212 Top 10 false rumors about Dr. Hahn (funny in a way but not if the false rumors are about you) (1)  The person whose photo is above is not Dr. Hahn.   The elderly blond woman (give description of someone not shown above) who can barely walk is Dr. Hahn.   I've had this issue my entire career lifetime.   I  go to pick up a package for myself and people often think I am the delivery girl working for Dr. Hahn.  People often think that I am some uppity undergraduate student who for some inexplicable reason goes around wearing a suit.   I wear a suit because people think I am not Dr. Hahn even if I go around with my name on a purse and wearing a conservative suit.   If I wear a dress or jeans the ID confusion is even more severe. (2)  Dr. Hahn does not have a doctorate in Chemistry.    Nope.   I have a doctorate in Chemistry from the State University of New York at Stony Brook.   When hired I produce a transcript which shows that I do have a Chemistry doctorate from SUNY, SB from (1991).   I think this is partly due to (1). (3)  Any child in the vicinity of Dr. Hahn must be Dr. Hahn's child.   I have no children.    I have even had physical therapists visit my apartment to see my father who actually goes around opening closet doors as if they think I am hiding evidence of a child.   There is no evidence of a child because I don't have one.   Why would anyone hide a child ?  There are lots of single mothers.   Why in the world would I expend extraordinary effort to hide a child ?    How would it be possible to hide a child ? I did notice that my apartment neighbor in Hartsville who works in the nursing home seems to be baby sitting a child.   That child is not my child.   Just because I go in and out of my apartment sometimes at the same time as the neighbor woman and child means nothing more that if you have neighbors, sometimes you go in and out of the apartment at about the same time. (4)   Dr. Hahn is totally incompetent about technology.   I have been recording and uploading youtube videos (for nearly 15 years).   I successfully completed the only workshop required for faculty to teach entirely online at Francis Marion University nearly 10 years ago.   I was only 2  computer science courses short of a computer science BS at U of SC.   I just completed a BS in Chemistry without the Chemistry / Computer Science double major.   I also taught an entirely online class as an adjunct at Greenville Tech. (5) Dr. Hahn uploaded/posted nothing into her LMS.   Actually I usually erase everything from the LMS at the end of working at a college.   This is kind of interesting right ?   Why ?   So I started working at one of my former faculty positions and there was a delay in getting access to the textbook resources because I was hired late and online access to email and LMS is not immediate.   The chair said that he was going to have one of the other professors (the only non tenure track professor already there other than me) in the department to give ME ALL of his powerpoints, exams, homework, etc.   I refused.   No one wants to steal another professor's poweroints.   It is unethical.   It is stealing another person's ideas.    Plus if you use someone else's powerpoints, it is sort of like getting a transcript of some other person and talking using someone else's words.   It feels uncomfortable.    After I received online access and developed my own powerpoints, I had to post all lectures partly because everyone else was doing it and also it became even more full posting because of Covid.  I did not steal someone else's powerpoints.   I am pretty sure that there are multple cases of other faculty stealing my powerpoints.  At a faculty meeting there was a discussion about what belongs to the college and what belongs to the professor who developed the original work (powerpoint, tests, etc). There was also a discussion of some faculty's concerns about having their work stolen by the college and living on in perpetuaty without the person who developed the work.  Sort of like AI using an actor's image and working in perpetuity without paying the actor whose image was stolen.    So I wipe clean the LMS at the end of working at a college. (6)  Dr. Hahn goes around talking about intimate details while walking around shopping, sitting in her office, etc.   No, that is not me.   However for some reason I seem to be standing/sitting next to some person on their cell phone saying the most intimate, outrageous, embarassing things.    Nope that was not me.   It  just feels almost like people are following me around saying the most ridiculous stuff and putting ridiculous nonsense into my mouth.   I am sure that people are using their cell phone without actually looking at who is next to them but it feels like people are following me around saying the most outrageous things as if I am saying them with deliberate intent.    I don't know why anyone thinks that it is me walking around saying outrageous things.   I am a fairly conservative, introverted, intellectual type person.   My life is not that intersting (i.e.   I don't have outrageous stuff going on in my life so I would not have anything that interesting to talk about on my cell phone.)   and I would not be walking around saying outrageous things loudly  because I am not that stupid.  (7)   I am not homosexual.   I have just been super busy moving around the country getting different faculty positions in different states.   If you are moving every few years, it is really hard to get married and have children like every one else. I have had tenure track faculty positions where I was "voted off the island" (like on survivor).   Non tenure track faculty positions are usually not long term positions.   There are always a few colleges in each state so if you don't mind moving there are always chemistry faculty positions all over the country.   Recenlty I have been trying to live near my parents to help them out so I have been getting teaching positions as close to my parents as possible. If you teach college chemistry well, it is a very time consuming job.   It is more than a 9 to 5 job.   There is always lectures to prepare.   There are always papers to grade.   There are always labs to set up and write.   I have been working on average about 80 hours a week for my entire adult working life.   I work when I get home.   I work on the weekends at home.   I am always working.   My mom said that "I am busy" sounds like an excuse.   In my case "I am busy" is not an excuse.    I literally am too busy to do almost anything other than work. (8)    I am the most sober person.   I have never even attempted any kind of controlled substance.   When I was in high school someone waiting for the bus asked some question about marijuana which in retrospect sounds like asking if I wanted Marajuana.   My reply was that if anyone asked, I would report it to the police.   Ever since then no one has ever offered any kind of drug use.  I have never even tried marajuana.     I don't even smoke regular cigarettes. My mom was a major Christian teetoler.   She was totally against any kind of alcohol.   My grandmother had apparently been also a major Christian anti drink person as well.   I do not drink any kind of alcohol at all.   I have never taken any kind of pain medication either because I have never had any kind of major illness.   Even dentist's pain medication makes me nauseous so the strongest pain medication I take is tylenol or aspirin.   I don't even take tylenol/aspirin hardly ever because I am just never sick.   I don't get headaches.   I almost never get a cold.   I never got Covid even when I was teaching multiple students who were standing near me before getting Covid.   I'm just super healty. (9)    I am a legal US citizen.   I do not have some sort of citizen ship problem.    All my family are US citizens.   My parents have lived in Columbia, SC in the same house for over 40 years.   My brother lives in Virginia with his wife and son.    I don't know why but there is always some talk that we are some sort of hispanics with some sort of citizenship problem.   I've also heard a rumor that we are from communist china.   We are not hispanic.   We are asian american who are legal US citizens.   We are not from communist China.   We are not even ethnically Chinese.    We are Korean American. ******************* I am an excellent Chemistry college teacher.  Some examples:  (a) At Coker University I started the semester with about 50 students in General Chemistry I Lecture  and 20 students in  Organic Chemistry I  Lecture in the Fall 2022 semester.   At the end of the semester, I had almost full retention with almost all but 1 or 2 students lost due to drop or fail.   In the Spring semester I started with about 30 students in General Chemistry II (there was a new hire, Dr. Wang, who taught the other section of General Chemistry II Lecture) and about 20 students in Organic Chemistry II Lecture.   By the end of the semester I lost only a few students to drop or fail.  Between the Fall 22 and Spring 23 semester, almost all of the students continued in the Organic Chemistry II Lecture.    At Presbyterian College, Francis Marion University, Delaware State University, SUNY, Corland, I also had almost full retention.  The normal retention rate at Coker for Chemistry classes (class was about 90% WASP) information from the Dean was somewhere between 30 % to 50% loss. I saw this myself in that at the start of the Fall semester there were about 20 Physics I Lecture students.   By the end of the Fall semester, there were only about 5 students still enrolled in the class.   At the Citadel a professor said in a zoom recorded faculty meeting that he had about 50% failure rate in his Intro (non science major) Chemistry Lab class (classes were also about 90% WASP and male).   I had only one or two fails from a total of about 100 Intro lab class in the same semester.   I did have to keep accepting late labs very late into the semester and I know that if I had strictly followed the late lab rule, my fail/drop rate would have been also very high.  This was also during Covid so many students were out due to covid quarantine rules. At Presbyterian College the chair told me that the standard drop / fail rate was around 30%.   I could also see in real time the enrollment in other sections of the General Chemistry I Lecture section was about 30% less by the end of the semester.  The other professors commented that as the semester progressed, the class average kept going up as the weaker students dropped the class.   At Delaware State University the Dean told me that the last  person who taught the Organic Chemistry Lecture had a 50% drop/fail rate by the end of the semester (85% African American).   At SUNY, Cortland the Organic Chemistry I Lecture class started with around 20 students and by the second semester only 5 students were enrolled in Organic Chemistry II Lecture (95% WASP).   I had almost full retention of the approximate 20 students enrolled in both  the Organic I and Organic II Lecture.   At one college with multiple Organic lecture sections, I ended up with the maximum allowed in the room in my section with one of the other professor who gave a midterm and final for his class with a routine failure rate of 50% with only single digit number of students. I am always a very popular teacher.   Somtimes other faculty will tell students that I am teaching a class they want highly populated when I am not just to increase enrollment.  There was some talk at Coker that I would be teaching part time.   However I would actually lose money if I did that because I would either have to get Hartsville housing (so that I could care for my Dad myself) or pay for a caregiver for my Dad unless I was of the opinion that I don't care if my Dad dies from neglect.  My Dad has owned his house in Columbia for around 40 years.  My parents were really against living in a nursing home.   My brother offered to pay for a nursing home stay for my parents but they really did not want to live in one. So the common thinking is that I must be dumbing down the class and passing students who don't deserve a passing grade.   Often there is no assessment at most colleges where I have taught.   However at Presbyterian College there was a common end of the semester multiple choice exam given to all sections of the General Chemistry class.   At the end of the semester with almost no fail/drops, I had about the same average on the assessment exam as the other sections which had lost the lowest 30% of the class.  If I had the average of only the top 70% of the class, my section's class average would have been higher than the other sections.  I actually teach my students the chemistry content. In order to achieve the retention rate and the excellent assessment results,  I have my students constantly working producing homework, quizzes and exams.   A standard first year college class gives 3 exams and a final exam.   I usually give 3 exams, 6 quizzes and a final exam.   I also give my students 3 or 4 homework problems which the students complete in class every day that the class meets.   Actually I have found that simple class attendance is directly correlated with student success.   Most students who flunk out  are the ones who never come to class, never take exams, and never turn in any work.   My method of teaching is very time intensive for the teacher.   Chemistry classes are often the gateway for careers like engineering, medical doctor, nurses, scientist, etc.   All of these careers are the type of work where scientific competence is very important.   One could imagine an engineer building collapsing buildings, a doctor or nurse misdiagnosing a disease or prescribing  medication at 10 times the concentration, etc. with catastropic results. Some faculty do a lot of group work for grades, having students present seminars instead of lecture exams and sometimes use research as an alternative for making up a failed class.  One professor at Coker talked about having students do group work by rearranging the groups constantly so that the normal group would be broken up.   Normally students of similar capabilities tend to self select into groups.    Sort of makes sense so that everyone in the group is contributing equally.   My concern is that these methods may produce retention but may also produce students who know no chemistry / science.   I don't know why students think it is good to make up total lies on teaching evaluations.   Students actually wrote the teaching evaluations assuming that I would not be reading them.   They were addressed to someone else not to me.   I had a student who missed attending so many classes or came to class so late all the time so that they were essentially missing all the classes.   He was in the class that only had 4 students in which he suggested that I should do research instead of teaching the class that the students had registered to take.   As a warning I contacted the persons who help students not flunk classes about this student.    He barely passed the class.   He would have otherwise not have been able to graduate.   Instead of showing up to class and studying his solution was to bad mouth me on my teaching evaluation.   This student routinely ran around bad mouthing me during the semester to my face instead of even attempting to study.   I did tell him that I would never want to do research with this student if my life depended on my doing research with him.   He also did email me after barely passing the class because I stretched the bottom of a C minus asking why he had not gotten a B.   That would be because most of his exams were D and he barely squeaked by because of homework points and because I dared not assign a D that he had earned because of his research advisor. One student complained that I had said that I will never forget that they had kept me in teaching lab the day that my mom passed away.   The student said that my mom had passed away on the weekend so that I was making up the statement.    The students had already finished the lab and were not staying in class to ask questions about course content.   They were hanging around at the end of lab talking about their personal lives.   They only left lab because I told them to leave unless they wanted to ask about course content.   My mother passed away the next morning and I had to cancel the class (the lecture associated with the lab that the complaining student was taking).   I had messaged my students via LMS that I was canceling class because my mom passed away.   The student knew without a doubt that they had kept me in lab while my mother was dying in the hosptial.   Then the student tells the total lie that my mother did not die when I wanted to leave the lab.   So I am supposed to spend time listening to them talking about the routines of their lives instead of being at the hospital with my mother as she lay dying.   How self absorbed is this student to actually complain about this on my teaching evaluation by making up a lie about it.    General Chemistry II Sample Lecture Video https://youtu.be/eeGiFnmFXAg 4/4/23 class Quiz V return & precipitation chapter  https://youtu.be/PtSLs1eIMiw  last day classes - how grades will be distributed to class 4/25/23 class https://youtu.be/nKYn8jF89Z4 4/13/23 class   start thermo II Organic Chemistry II Sample Lecture Video https://youtu.be/AaS33lgH0Ss 4/19/23 Wittig, enamine, imine https://youtu.be/T9sXk5F9hkE 4/21/23 going over Exam III, carboxylic acid derivative chapter Final Exams Spring 2023: General Chemistry II  Lecture Organic Chemistry II Lecture Biochemistry Lecture Classes I am Teaching at Coker University   Spring 2023 CHE 102-01 General Chemistry II Lecture Tuesday,Thursday 9:30-10:45 am (27 students) SB 101 CHE 102L-01 General Chemistry II Lab Monday 2 to 5 pm (21  students) SB 302 CHE 352-01 Organic Chemistry II Lecture  Monday,Wednesday,Friday 10 to 10:50 am (20 students) SB 301 CHE 352L-01 Organic Chemistry II Lab Tuesday 1 to 4 pm (19 students) SB 206 CHE 461 Intro Biochemistry Monday,Wednesday,Friday 11 to 11:50 am (4 students) SB 301 Last semester I started General Chemistry I Lecture with 2 sections (25 students, 22 students), Organic Chemistry I Lecture (20 students).   Organic Chemistry I lab (in 2 sections, 19 students combined sections.    I ended the semester with  General Chemistry I Lecture (with almost full retention losing only 1 or 2 students not passing the class), Organic Chemistry I Lecture (also with almost full retention losing only 1 or 2 students to not passing the class) and Organic Chemistry I Lab (with full retention losing no students to not passing the class).    I understand that the norm for those classes at Coker is about 30% to 50% drop from semester to semester.    So the Chemistry classes (students had to be waitlisted) in the Spring semester were almost too full because I had not lost 30% of the class.    When I was at Presbyterian College teaching full time (2019 to 2020, Spring semester is when Covid hit)  in a non tenure track position, I started the semester with around 50 students and ended the semester losing only one or two students.   At the end of the semester we had a common end of the semester assessment exam and my students had about the same average as other sections which had already lost about 30% of the class.   I know this because banner showed a live account of the number of students in each section and I could see the students drop in real time.   One of the professors stated that as the number of students dropped, his class average kept going up.   So I had ended the semester with all of the drop students still in my class but with the same end of the semester assessment exam.     So I did not dumb down the class.   I still had the lower 30% of my class pass, not because I was just passing them along but because I had taught my students what they needed to know in order to pass the class. It is my teaching method which is very time consuming.   A professor in an advertisement for a "clicker" said in the ad that with his multiple in class "clicker" questions that he had seen a dramatic change in the number of students who passed his class.   He stated that he had no or almost no fails using clickers.   I have however seen many people use clickers with not much of an effect at  all. I did notice that the Physic I online class started with about 20 students but only had about 7 students at the start of the Spring semester for Physics II.   Upshot:   I had unusual high retention in comparison to the norm in these classes.   I was the only full time chemistry professor in Fall 2022 but now a second full time chemistry person (other chemist also teaches physics) and I are teaching the chemistry classes.    In Fall 2022 I taught all chemistry classes. I am an Organic Chemist who can teach General Chemistry and Biochemistry so I am teaching Organic II Lecture and Lab and General Chemistry II Lecture and Lab and the Biochemistry Lecture.   The other chemist cannot teach organic or biochemistry because he is a physical chemist.  I cannot teach physical chemistry or physics.   This is the schedule currently listed in the course schedule for classes I am teaching.   I am teaching all classes for which I am listed as the professor of record.    I did not hand over the labs to some student to teach or anything like that.   I am setting up 1/3 of the General Chemistry II Labs (Dr. Harrison, an adjunct who retired from Duke Energy is teaching one section of the General Chemistry Lab, Dr. Wang is teaching one of the General Chemistry II Lab sections and I am teaching one section of the General Chemistry II Lab).  I am also the first person teaching the Gen Chem II Lab in the week so I am the one that finds that one little thing needed to have the lab run at all is missing sometimes in the hour before the lab starts and sometimes during the lab class.     I am also setting up the Organic II Lab class by myself.   Lab setup is alway time consuming especially if you are new to campus and don't know where anything is located.    Non chemists do not understand the amount of time it takes to set up for teaching labs. The problem with the Biochemistry class this semester is that of the 4 students, the students keep taking turns coming to class so in the past 2 weeks, only one of 4 or 2 of 4 students actually came to class.    In the first week of classes, only one of 4 students showed up to class - one student gave work schedule as an excuse, one student had an elective medical procedure and one student registered late.   I do not want to cover new material and then go over the same thing again with overlapping 2 students.   It is a little like herding cats.   One of the students suggested that perhaps doing research instead of teaching Biochemistry is a good solution.    I don't think so because if you do research well, it actually takes more time than prepping to teach a full class with 1 or 2 students and then repeating yourself.   I guess I will just have to go on with the class and if a student misses class I will have to say it is not my fault if they missed the material and will just have to figure it out on their own.   (lead horse to water, etc).   Then all my Organic lab students decided to leave dirty glassware so that there was not one piece of clean glassware anywhere in class.   I did not wash glassware for 20 students but did offer to take points for leaving dirty glassware every class period for the entire class.   I really am unable to wash glassware for 20 students every week.   What teacher washes glassware for 20 students every week ?     There is a research grant in which the professor is supposed to submit a research proposal under a student's name.   In my entire life I have yet to see an undergraduate student who is able to write a research proposal on their own.    I know many tenured professors who cannot write a research proposal with their own ideas to save their own lives.   The way it works in academia is that professors and postdoctoral researchers are supposed to write proposals for students and give it to them so that the college gets research funding.   Writing a research proposal is so time consuming that it is almost a job on its own just by itself.   If I was writing a research proposal, I would  have  to stop setting up labs or perhaps turn over teaching labs to some student because writing a research proposal takes that much time.  I was hired to teach.   I am not going to voluntarily become part time so that I can write a research proposal not even under my own name.   I am not that stupid. Oh then there was a student who grumbled that I was trying to drop him from class for non attendance at roster verification.   If a student is dropped via roster verification apparently there is some monetary penalty.   However this was a student who had emailed me to ask if he would be dropped via roster verification and I had emailed that he would not be dropped.   So why is a student grumbling that I am unfairly dropping him via roster verification when he has a written email from me that says that he will not be dropped ?   I was warned that I should not discuss individual students in front of other students so I did not say "what are you talking about ...   I emailed that I am not dropping you via roster verification?"    I should have said so immediatly. I am not ever going to become a student taking some class such as business or excercise science.   That is because I am not a graduate student in either business or excercise science.   I am pretty sure that someone is confusing me for a graduate student in either business or excercise science.    That would be quite a feat - if a business or excercise science graduate student could teach Organic Chemistry II Lecture and Lab and General Chemistry II Lecture and Lab and Biochemistry Lecture.    I get confused for being a graduate student all the time.   Nope, I am not a graduate student in business or excercise science while teaching full time as a Chemistry professor.   Also I have never retired from anything anywhere. posted by Dr. Hahn on 3/7/23 Tuesday at 9:30 am from her parent's Columbia, SC home (during Coker University Spring Break) ********* Mom passed away in November 2022.   (Her exact DOB is covered because someone was ID thefting her for some 10 years   Someone would claim her tax refund every year for a couple of years even though we kept reporting it to the IRS.) I miss her.    She was always thinking of taking care of everyone else.   About 2 years ago, mom came down the stairs at night and asked me where is dad.   This is when she was already having difficulty walking the stairs so at great peril to herself she was trying to help dad.    She was only using the stairs if I was helping her up the stairs at this point.   I thought Dad was just upstairs watching TV.   I looked all over the house and could not find him.   Finally I went out to the garage and found that he had fallen and had not been able to get up.   It was a very cold night.   He could have been seriously hurt if he had stayed on the cold concrete all night in the freezing weather.    That is the way mom was.   posted by Dr. Juliet Hahn on 3/18/23 Saturday from her parent's Columbia, SC home Mom fell out of her rented bed in the Hartsville apartment and broke her arm.   I took her to the emergency room in Hartsville and they gave her a shot of morphine just as we were leaving the hospital to go home.    The doctor said that they do not admit broken arms but that she would be in a lot of pain.    Mom always had difficulty swallowing in recent years.   It was probably a neurological problem.   Mom was never able to eat or drink more than a spoonful of food after the morphine shot.  I think if she had met with a doctor who knew her health history I don't think they would have given her morphine.  She was readmitted and passed away.   She had broken her arm multiple times.  She had fallen out of bed multiple times.   She never before broke her arm from falling out of bed.   When she broke her arm she was in pain for a few weeks but then she was fine.  I did not think she would pass away from a broken arm.   She missed a few appointments with doctors a few months prior because I did not want to be away from my job at Coker University.   I even told people that I had a full time faculty position at Coker and did not want to be off campus during regular business hours.    What did I do during Spring Break ?   I took my father to see his primary care physician (his PCP that he had had for some 20 or 30 years had retired but he had worked with another PCP) at his old retired PCP's office.   Dad objects less to visiting the doctor when at he at least recognizes the building and they have his entire patient history.   My Dad went to see his dentist and we went to visit my mom's cemetary.   posted by Dr. Hahn from her Hartsville apartment on 3/23 at 6:16 am   Classes Teaching at Coker University   Fall 2022 CHE 101-01   General Chemistry I    Tuesday, Thursday 9:30 am to 10:45 am Science Building  101       25 students CHE 101-03   General Chemistry I    Tuesday, Thursday 11:00 am to 12:15 pm   Science Building  101    22 students CHE 351-01 Organic Chemistry I Monday, Wednesday, Friday 8:00 am to 8:50 am    Science Building 301    21 students CHE 351L-01 Organic Chemistry I Lab  Monday 2:00 pm to 5:00 pm Science Buiding 206      12 students CHE 351L-02 Organic Chemistry I Lab Tuesday 1:00 pm to 4:00 pm Science Building 207      7 studentse

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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.  

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General Chemistry I Lecture Stuff     syllabus

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.

videos of class 

https://us06web.zoom.us/rec/share/AZ3_Fz1GvMAGouw7BUFaXh0ARQWl3GZEQ4ql7KmllhoY2w52t6eQMixRNfiARfk.oMAKrvYoSqqfr6l2

https://us06web.zoom.us/rec/share/fIxvtpQqUf--wkeuYH_zRZpDlbeiU6wAG7M4gbfDqua3nf0jXmS7AP6gn3X8N2M.SIEU3Y2V_AgXbAQe     (Passcode: StkmF!p1)

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Organic Chemistry I Lecture Stuff     syllabus

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

Final Grade average = 86.8%

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.

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Organic Chemistry I Lab Stuff    syllabus

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

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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

Why am I an excellent chemistry teacher that every college needs?

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 ?

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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.

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Teaching Evaluations Spring 2020 at Presbyterian College  posted by Dr. Hahn on 5/17/20 at 8:13 am from her parent's Columbia, SC home  

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

Presbyterian College General Chemistry Lecture and Lab Class Downloads (view for recording of livestreams of classes during Covid 19 online for General Chemistry II Lecture and General Chemistry II Lab classes)

*********************************   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).

Teaching Evaluations

Teaching Philosophy

Summary of Research Interests

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                                                                          favorite selfie 10/2016

Mom (Margaret Hahn) & Me                                                                                                              

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)

Ph.D. Organic Chemistry, State University of New York, Stony Brook

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

 more information is at:   https://www.youtube.com/user/JulietHahnPhD (use playlist view, video sample General Chemistry & Organic Chemistry lectures,  video teaching statement, video research statement) & https://www.linkedin.com/in/juliethahn

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Here I am at home (on parent's driveway before pansy season) with my new (bought Spring 2012) car.   photo from 2/2/ 2013     posted by Dr. Hahn  3/20/13 from home	Here is my parent's cat Jennifer Meow Hahn among my father's pansies along     the same driveway.   photo from around 2005

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

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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

https://youtu.be/TKHB-ToF1v8 (here is the link to the active learning narrated powerpoint.

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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 https://youtube.com/user/JulietHahnPhD (use playlist view) 

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.

General Chemistry I (CHEM 101) Lab "Gas Laws" sample lecture. 

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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)

   General Chemistry I Lecture for 9/9/13 by Dr. Hahn  Part 1

General Chemistry I Lecture for 9/9/13 Dr. Hahn Part 2

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.

   http://www.youtube.com/watch?v=VedFtwCY0K8 Juliet Hahn Video Research Statement  (posted 8/1/10)

   http://www.youtube.com/watch?v=1PrCSxsM1M0 Juliet Hahn Video Teaching Statement I (posted 8/1/10)

   http://www.youtube.com/watch?v=iULpCHYUYSw Juliet Hahn Video Teaching Statement II (posted 8/1/10)

     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

Allen University Downloads

Downloads for Classes at Emmanuel College

Downloads for Classes at Brewton Parker College  Downloads and information for classes at BPC.

Downloads for Southern Illinois University, Carbondale  Organic Chemistry Lecture & Lab  Downloads and information for classes at SIU.

Downloads for Francis Marion University General Chemistry Lecture & Lab  Downloads and information for classes at FMU.