Rachel Beck’s Professional Teaching Portfolio
Table of Contents
Teaching Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Curriculum Vitae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Teaching Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Development and Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Appendices
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Peer/Mentor Survey Form and Results . . . . . . . . . . . . . . . . . . . . . . 10
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Student Survey Form and Results . . . . . . . . . . . . . . . . . . . . . . . . . . 12
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Innovation - Course Development . . . . . . . . . . . . . . . . . . . . . . . . . .14
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Teaching Philosophy
Conceptualization of learning:
What is learning? According to Webster dictionary, to learn is to gain knowledge or skill by studying,
practicing, being taught, or experiencing something. Knowledge can be acquired from many different sources
such as courses, books, the Internet, experiments, etc.. In short, knowledge is everywhere. As an educator, it is
my job to help students understand chemical concepts and use this knowledge to develop critical thinking
skills. To be successful, students need to be focused and actively engaged. I believe that active participation
results in maximum retention and understanding of the material, which can further be developed into
application, synthesis, and/or creation. This process occurs when students are interested in either the subject or
the source of the data. Since students subject interests’ vary, I, as the educator, need to be stimulating both in
mannerisms and material presentation. To keep students engaged, I use a multi- learning style approach and
try to include real life examples for context. Even though there are seven learning styles (visual, aural, verbal,
physical, logical, social, and solitary), I believe people have skills to learn in all styles with one or two styles
dominating. By incorporating multiple learning styles into each lecture and providing context that stimulates
discussion, I hope to address and connect with as many of my students as possible.
Conceptualization of teaching:
As the teacher, I keep students focused and actively engaged by addressing a combination of four learning
styles (visual, aural, physical, and logical) into my chemistry lectures. I not only lecture with PowerPoint, but
also include photographs of the subject matter and bring/share real life examples for the students to
discuss/examine. This process helps students establish a connection from the material being taught to
application. I follow up each example with group discussion by asking specific questions geared to make
students think critically about the information presented. A common analytical chemistry question I use is:
what are the possible reasons you received this response? There are multiple answers possible, and the
discussion will continue until the students have arrived at all of the answers. These types of questions foster
critical thinking by helping the students think through the process. I have found that structuring my lectures to
include discussion results in the positive feedback of better student questions. Furthermore, I address the
verbal and solitary learning styles through written assignments and making myself available for questioning at
my office during business hours. I encourage students to e-mail, call, or meet in person to discuss material. I
often find that students are more curious in a less formal one-on-one conversation. To complement my course
lectures, I also assign short answer homework. The homework assignments require complete sentences, proper
grammar, and are followed-up by verbal explanations. These techniques force the students to engage and
critically think about the process. Students answer a series of short answer homework questions prior to
meeting with me and/or class, and then I question them on why/how they arrived at these answers. In this way,
I am fostering critical thinking and developing writing skills. By addressing six learning styles, my students
remain actively engaged and develop the skills necessary for success in both the classroom and life.
Goals for students:
With six learning styles integrated in my course lectures, adapting my teaching style to accommodate each
class is not taxing. This adaptability helps create a comfortable environment for the students in which they are
more likely to engage in the learning process. My goals for my students are that they will not only memorize
facts but also develop confidence, critical thinking skills, and an appreciation of chemical concepts. In the
chemistry field, critical thinking skills are necessary. As with most hard sciences, there are general rules and
exceptions for molecular behavior. As the learner, my students must be able to identify when and how to apply
these rules to achieve success, and this is accomplished through engagement in the lectures and discussions.
This active participation helps my students develop their critical thinking skills, working knowledge of
chemistry, and confidence. With these skills, my students will be able to identify and question realms that need
further investigation and pursue research in these areas. Organized discussion is just one of the tools I utilize
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in my courses to help encourage student involvement and sharpen their skills. These organized discussions,
while not always initiated by me, are facilitated by me. A common acid/base chemistry question encountered
is: why was this extraction unsuccessful? There is no single answer to this question. As the students begin to
engage, I help to steer the conversation until all possibilities have been discussed. Mastering this thought
process is advantageous and applicable in all walks of life. Part of monitoring my students’ skill development
is through written, oral, and practical examinations that are administered periodically throughout each course.
These examinations gauge the effectiveness of my teaching methods allowing me to readjust if necessary. For
this reason, I try to provide both verbal and written (grades) feedback by the next class when possible.
However, feedback also helps the students to readjust their studying techniques or seek help to improve grades
when necessary.
Implementation of the philosophy:
My adaptive teaching style is a complex model. I incorporate a multi-learning style approach in the way the
material is presented. For example, I use photographs and real life examples in my chemistry lectures and
question the students every 5-10 minutes to keep them engaged and thinking about the subject matter. Also, I
try to create a comfortable learning environment by encouraging questions. I embraced the motto: “there are
no dumb questions” and answer each question honestly. As I am not above making mistakes, I encourage
students to expose any errors they may discover in the material. Ultimately, I want to connect with my
students. Connections foster attentiveness and participation. One of the ways in which I help promote
connections with my students is through humor and casual demeanor. I realize that I am a teacher but I am
also a peer. By viewing me as a peer rather than authoritative figure, I become approachable. Approachability
leads to conversing and in turn, learning.
While using a casual demeanor, I also treat each of my students with respect. This respect is exemplified by
my previous motto and in my response to questions. When students feel respected, it builds confidence;
confidence helps students to trust their knowledge and instincts. If I have performed my duties as an educator
successfully, the confidence and critical thinking skills my students receive will help them excel on oral,
practical, and written examinations both in my class and life.
Professional growth plan:
The adaptive teaching model I have described herein needs constant improvement. To improve the model, it is
my duty as the teacher to set personal goals. My first goal is to actively seek new strategies and critically
evaluate my current methods through self-reflection. This self-reflection is best accomplished through a
mentoring process. I believe that aligning myself with experienced, good teachers will improve my own skills.
This can be accomplished through observations of their teaching techniques and from their observations and
critiques of mine. I prefer my colleagues/mentors use surveys in addition to verbal feedback that can be later
used for self-reflection. My second goal is to use the students survey’s as a tool for improvement. While not
every student will give feedback that can be used to improve my teaching model, common themes will emerge
from the group that can and will be used. To enhance this process, student evaluations will be assessed at the
beginning, middle, and end of each course. This information coupled with peer evaluations will be
journaled/reflected upon and used to improve the teaching model continually. My last goal is continual
improvement of my own knowledge base by staying abreast of new literature within relevant fields and active
pursuit of research. By dedicating my time to completing these three goals, I am equipped to improve the
adaptive teaching model and create a more positive learning experience for all my students.
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Rachel C. Beck, MS, DFTCB
504 Rolling Hills Dr.
Chelsea, Al 35043
(205) 678-0936
Profession Related Work History
2006 – Present Forensic Scientist – Toxicology Section
Alabama Department of Forensic Sciences
Hoover, Alabama
The purpose of this position is to analyze various biological specimens for the presence of alcohol, drugs,
and toxins, compile reports of the pertinent findings, and assist law enforcement agencies and the courts
with interpretations of these findings. Additionally, I have assisted with training of new and experienced
personnel, acquired individual certification in my field, and established myself as an informal leader
within my section and department.
Teaching Assistant – Department of Chemistry and Biochemistry
University of Mississippi,
Oxford, Ms
The purpose of this position was to help reinforce chemical concepts with respects to organic chemistry,
aide in problem solving, and answer question regarding principles learned during lecture.
2005-2006
Laboratory Assistant – Department of Chemistry and Biochemistry
University of Mississippi,
Oxford, Ms
The purpose of this position was to prepare necessary reagents and precursor analytes for an organic
research laboratory.
2004
Education
2010-Present
Pursuing PhD in Chemistry through University of Alabama at Birmingham,
Birmingham, Alabama
2013
M.S. in Chemistry from University of Alabama at Birmingham, Birmingham, Alabama
2003-2006
B.S. in Forensic Chemistry from University of Mississippi, Oxford, Mississippi
Certifications
Alabama Peace Officer’s Standards and Training Certification (2007) #25334
Alabama Chemical Tests for Intoxication Act (2008) Breath Testing # D11193
Alabama Chemical Tests for Intoxication Act (2009) # T018
Robert F. Borkenstein Course on Alcohol and Highway Safety: Testing, Research and Litigation in
Bloomington, Indiana
Diplomat of the Forensic Toxicologists Certification Board (March 2010)
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References
Dr. Jack Kalin, DFTCB
Forensic Toxicologist at Forensic Toxicology Consultation Services
Tel (205) 670-9022
jackalin@bellsouth.net
Mike Weaver, MSFS, DFTCB
Forensic Toxicologist at Alabama Department of Forensic Sciences
Tel (205) 837-4513
Michael.weaver@adfs.alabama.gov
Dr. David Graves
Professor and Chair at the University of Alabama at Birmingham Chemistry Department
Tel (205) 975-5381
dgraves@uab.edu
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Teaching Experience
University of Alabama at Birmingham
Elements of Forensic
Science (JS 670)
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Guest Lecturer (November
2013)
University of Alabama at
Birmingham
Required course
8 participants
First year graduate students
This course was designed to give entry-level master’s students
an overview of the Alabama Department of Forensic Sciences
(ADFS) disciplines and outline the process for developing a
research project. The course was required for all first year
Master of Science in Forensic Science (MSFS) students and
lasted for 2 hours.
Alabama Department of Forensic Sciences
Advanced Instrument
Troubleshooting
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Guest Lecturer
SAFS & ASAFS Annual
Meetings 2013
Elective Training for CEUs
50 participants
Professionals in the Forensic
Science Field
All experience level scientists
ADFS Toxicology
Training
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Training Coordinator
Assistant
ADFS Birmingham Regional
Laboratory (2010 – 2014)
One-on-One module design
Mandatory Training
8 scientists
Entry level scientists
This course was designed to provide participants with a basic
understanding of theory, application, and troubleshooting for
mass spectrometry in forensics. The course was group taught
by 3 lecturers and eligible for 8 continuing education hours
(CEUs). My lecture lasted 2 hours and encompassed the
theory, application, and trouble shooting of liquid
chromatography.
This training is required for toxicology personnel at the
Alabama Department of Forensic Sciences (ADFS) and
material includes proper evidence handling, theory and
application of extraction/instrument protocols, maintenance of
instrumentation, compilation of reports and oral evaluation for
mock trial. My duties assisting the training coordinator include
theoretical and practical teaching of trainees. Trainees are then
given written, oral, and practical tests on this material.
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ADFS Drug Chemistry
Training
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Course Lecturer
ADFS Birmingham Regional
Laboratory (2011- 2014)
Mandatory Training
40 scientists
All experience level scientists
This course was designed to provide both new and
experienced personnel at ADFS with an in-depth knowledge of
ionization mechanisms, application examples, and general
maintenance and troubleshooting. This was a 4-hour course.
My presentation material has since been implemented into the
training modules and is used by two different sections
(Toxicology and Drug Chemistry) to train new personnel and
is required for employment. This course is now accompanied
by an exam.
Mentoring Opportunities
Intern Mentoring
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Instructor/Supervisor
ADFS Birmingham Regional
Laboratory
One-on-One Training
2 Students
Maggie Morgan
o Ole Miss
o 2012
o Mandatory Internship
Patrick Carter
o UAB
o 2013-2014
o Elective Internship
Undergraduate Chemistry
Students
These interns were taught theoretical and application
components of my research project and successfully
performed experiments. Ms. Morgan’s contributions were
presented as part of a poster presentation at the American
Academy of Forensic Sciences (AAFS) annual meeting in
Washington, D.C in Feb. 2013 and also as an oral presentation
at UAB’s Graduate Student Research Days 2013 competition
were it received 3rd place. Mr. Carter’s contributions are
included in a manuscript awaiting publication and also in an
abstract submitted for oral presentation at the Society of
Forensic Toxicologists (SOFT) annual meeting in Grand
Rapids, MI in October 2014.
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Development and Service
Teaching Development:
Participating in Center for the Integration of Research, Teaching and Learning (CIRTL) Certification
Program at University of Alabama at Birmingham - In Progress
GRD 716
Developing a Teaching Portfolio
Professional Development:
Certified as a Diplomat of the Forensic Toxicologist Certification Board (DFTCB) - 2010
Certified through the Alabama Peace Officer Standards Training Commission (APOSTC) - 2007
Service:
I am an active member in the following professional societies:
Alabama State Association of Forensic Sciences (ASAFS) Member - 2012
Society of Forensic Toxicology (SOFT) Member - 2011
American Academy of Forensic Sciences (AAFS) Member - 2011
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Appendix
Peer Review
Name of Instructor:
Date:
Course:
Complete this peer review, using the following scale:
NA = Not Applicable
1 = Unsatisfactory
2 = Marginal
3 = Meets Requirements
4 = Exceeds Requirements
5 = Exceptional
5
Exceptional
4
Exceeds
Requirements
3
Meets
Requirements
2
Marginal
1
Unsatisfactory
Speaks Audibly and
Clearly
☐
☐
☐
☐
☐
Presentation Format Clear
☐
☐
☐
☐
☐
Effective Use of
Resources/Examples
☐
☐
☐
☐
☐
Pace of Course
☐
☐
☐
☐
☐
Encourages questions
☐
☐
☐
☐
☐
Answer questions
effectively
☐
☐
☐
☐
☐
Approachable Demeanor
☐
☐
☐
☐
☐
Overall Performance
☐
☐
☐
☐
☐
Topics needing Clarification:
Distracting Habits:
Suggestions for Improvement:
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Course Syllabus
Professional Laboratory Orientation
Course Information:
Semester: Fall
Meeting Time: TBA
Location: TBA
Instructor: Rachel C. Beck, MS, DFTCB
E-mail: rcbeck@uab.edu
Office: TBA
Phone: TBA
Office Hours: TBA
Course Description:
This course includes both lecture and laboratory elements and is designed to provide junior and senior
level undergraduate students with the application skills necessary to be successful in a professional
laboratory environment.
Pre-requisites:
This class is designed for chemistry, biology, and/or biochemistry graduate students and junior and senior
level undergraduate students. Students enrolling in this course are expected to have passed general
chemistry, organic chemistry, and be enrolled in/or have taken analytical chemistry.
Goals:
In this course, students will learn:
 Understanding of Quality Assurance and Quality Control Systems
 Common Laboratory protocols and techniques
 Experimental design and data presentation
Learning Objectives:
Upon completion of this course students will be able to:
 Critically evaluate unknown and associated quality control samples for acceptance/identification
 Evaluate and successfully design a method development
 Design and successfully complete a validation study
 Understand and explain the chemistry of common sample preparation techniques
 Articulate the importance of objective data
 Formatting and presentation of data
Text Books:
There are no specific textbooks for this course. All information will be disseminated during class
meetings. This course will include both classroom lectures and laboratory elements. Competency in both
areas is required successful completion of this course.
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Course Topics:
1. Common Laboratory Protocol
a. Pipette camp
b. Preparing Stock solutions
c. Volumetric vs. beaker
2. QA/QC
a. What are they?
b. Why are they important?
c. How are they implemented?
d. Importance of following procedure
3. Ethics
a. Why are they important?
b. What to expect.
4. Exam I
5. Method Development
a. What is your goal/analyte?
b. What available instrumentation do you have?
c. What does literature say?
6. Method Validation
a. What studies should be included?
b. How these studies should be designed?
c. Simultaneous vs. process
7. Exam II
8. Sample Preparation Application
a. Liquid/Liquid Extraction
b. Solid Phase Extraction
c. QuEChERS
9. General Acceptance Criteria
a. Removing bias
b. Objective data
10.Presentation of Data
a. How to format data
b. Overall appearance
c. Statistically valid
11.Exam III - Comprehensive Final
Students should expect to spend a minimum of 2-3 hours a week in preparation/studying to successfully
complete the course in addition to classroom attendence.
Grading:
There will be 3 written exams (300 pts.) given periodically throughout the semester. These exam scores
will account for 70% of your overall grade. In addition to these exams scores, grading will also depend on
written assignments (10%) and class participation (20%). Extra points will be earned for completing
voluntary evaluations at the beginning, middle, and end of the course. A maximum of 15 extra points is
possible (5 points per survey).
Exam 1
100 pts
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Exam 2
Exam 3
Homework
Class Participation
Grading Scale
89.5 – 100
79.5 – 89.4
69.5 – 79.4
59.5 – 69.5
< 59.5
100 pts
100 pts
20 pts
80 pts
400 pts
A
B
C
D
F
Rescheduling exams will be at the discretion of the instructor and only when absences are excused.
Excused absences include: illness (Doctor’s note required), family death, and/or court appearances
(documentation on letterhead required). A zero will be received for assignments or exams missed. If
special accommodations are required for testing, please advise the instructor at the beginning of the
course, prior to the first exam.
All homework assignments require grammatically correct complete sentences to receive full credit. No
late assignments will be accepted without a valid excuse as described previously.
Ethics:
Honor and respect are expected throughout this course. Academic dishonesty, plagiarism and/or cheating
are not tolerated. For a first time offense, students involved with either charge will receive a zero for the
assignment/test, no exceptions. A second offense will result in dismissal from the course and university
will be notified. A full description of the academic dishonesty policy can be found at:
https://www.uab.edu/students/academics/honor-code
Your Ideas, Evaluations, Etc.
In general, your ideas, comments, suggestions, questions, grade challenges, etc. are
welcome. Your discretion in these matters is expected, however. No part of your grade
will be based on anything other than your coursework, written assignments, class
participation and attendance. You are encouraged to take advantage of instructor office
hours for help with coursework or anything else connected with the course and your
progress.
Suggestions for Success
For most students this will not be a "difficult" course. However, there will probably be
some students who did well in academic courses where information was most
important and who will be surprised at the relative difficulty of this course where
manual skills and visualization are equally important. I am available by appointment
and during office hours and I respond to e-mail daily. If you are concerned about your
progress please contact me for assistance.
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