Judith A. McClarin. Ph.D.

One of the most important teaching experiences in my life occurred while I was in graduate school at Michigan State University. I was asked to teach two small groups of “Educationally Disadvantaged” students. Although I was supposed to be tutoring them in General Chemistry, it turned out that these students had few, if any, real learning skills. They went to lecture and to the laboratory, but it was in our small groups, that we worked on their basic study, problem solving and test taking skills. I taught in the program for two years before receiving my Ph.D. in Chemistry and I received an ”Excellence in Teaching” award for my work. At Washington State University, while doing postdoctoral research, I designed and taught a course that taught basic learning skills that students needed to succeed in college Chemistry courses. Both of these early teaching experiences fostered a lifelong desire to teach students the skills they need to succeed in a rigorous academic environment.

At Eastern Washington University, where I was a tenured Associate Professor of Chemistry, I continued to teach a variety of Chemistry and Biochemistry courses and work with students of all types. I encouraged students that needed individual help as well as those that wanted enrichment to work with me outside of class. I derived a great deal of enjoyment from helping students one on one. During this time I co-authored a well received textbook “Introduction to Organic and Biochemistry” and produced an educational film “Protein Structure and Function” (funded by the National Science Foundation and filmed at U.C. San Francisco.). After my sabbatical leave at U.C.S.F., I joined the world of biochemical research and worked on a number of exciting projects. (see C.V.)

A very important phase of my career began when I had two sons, who are now 17 and 19 years old. Although I returned to teaching, (Sonoma State University, Marin Academy, & Jewish Community High School of the Bay) most of my professional growth involved raising two very different children. One of my children has ADD and we struggled with the educational, social and family issues involved. I read books and tried to learn as much as I could about ADD and other learning issues, but it was probably my earlier teaching experiences plus the fact that I am dyslexic which helped me come up with strategies that helped. My ADD son is now in college, majoring in a rigorous scientific field and my interest in helping students survive the educational system in more intense than ever.

Most recently, I have been working, as a founding teacher, on the establishment of a new private High School, the Jewish Community High School of the Bay. I was responsible for development of the Science Department, but once again I became very involved in working with students in a one on one or small group setting. Students came in either for enrichment or for tutoring. In general, tutoring students fell into three overlapping categories: tutoring in a specific subject, working on basic learning skills and coping with a learning challenge. During my time at JCHS, I continued to develop strategies for helping students.