Raviraj M. Kulkarni, Ph.D.
Pursuit of knowledge is the duty of all, because nothing is more purifying than knowledge (Na hi jnaanen sadrisham pavitra mih vidyate, GITA)
A faculty member in Chemistry has the opportunity -- indeed, the responsibility -- to impart not only the fundamental concepts and facts of chemistry to his or her students, but also the excitement and rewards of making original discoveries in this most fundamental and ubiquitous experimental science. To this end, I have always felt that it is important to provide some historical perspectives in any chemistry course and to mention some of the recent research results and their implications. There is nothing as sterile as learning the nuts and bolts of a discipline without seeing how the nuts and bolts are used to build something.
In the classroom I see the learning experience as a dynamic and responsive system requiring commitment from both teacher and learner. My approach to education and research is based on four simple principles: (i) develop and promote independent thought and critical analysis; (ii) emphasize concepts and ideas; (iii) encourage communication and dialogue; and (iv) foster an environment conducive to learning. Each of these principles is effective in both the classroom and laboratory environments My philosophy for teaching in laboratory is centered around the idea of the professor as a role model. Now, however, the role model is that of a professional chemist and an experimental scientist. I will emphasize the proper collection and interpretation of data, underscoring at all times that the data speak for themselves and shouldn't be molded to fit some preconceived notion of what the "correct" result should be. The proper recording of data in a lab notebook, with careful attention to significant figures, is a benchmark of a good chemist, and I will try to instill these habits in my students. I will emphasize even more the proper setup of a notebook and the cross-referencing and sample numbering procedures that are so important for an accurate record of laboratory work.
The research component of teaching provides an arena for life-long learning and an unending source of surprises and inspiration. For these reasons, teaching through research, at both the undergraduate and graduate levels, will allow me to combine my passion for chemistry with my desire to work collaboratively. The research laboratory provides a unique and satisfying learning opportunity for teachers and students alike. I anticipate having an "open door" policy where the discussion of chemistry is always welcome and encouraged. Graduate students can anticipate clear communication, with frequent collaborative assessments of research objectives and direction. In addition to learning the techniques of Physical chemistry, research encourages students to develop critical thinking, communication and time management skills. The lessons learned while conducting research reach far beyond the laboratory and begin to prepare students for productive careers.
I look forward to a career of learning and doing, where my enthusiasm and inquisitiveness will be reflected in my energetic attitude toward teaching in both the research laboratory and the classroom.
