Training the Analytical Chemists of Tomorrow: Insights from Penn State

At this year’s Eastern Analytical Symposium (EAS), Zachary Rhoden, assistant teaching professor at The Pennsylvania State University (Penn State) offered an insider’s perspective on what it takes to deliver meaningful laboratory training at one of the largest chemistry-teaching operations in the United States. With 73,000 undergraduates across 275 majors—49,000 of them on the University Park campus alone—Penn State faces a unique pedagogical challenge: how do you move thousands of students through foundational chemistry while still providing true depth in upper-level analytical training?

This challenge is compounded by the increasing sophistication of modern analytical instruments. While these tools are more capable than ever, automation can unintentionally shield students from the fundamental chemistry happening behind the scenes. In this environment, the role of university educators is more critical than ever: they must guide students through the complexity, provide authentic hands-on lab experiences, and spark the curiosity that draws the next generation of scientists into the field.

“These are very real concerns that you need to have when you are dealing with thousands of students a year,” he said.

Rhoden shared how his department has approached these challenges head-on. He highlighted practical strategies designed not only to engage students in the lab but also to inspire a deeper appreciation for chemistry, strategies that educators at any level can adopt to ignite curiosity and foster meaningful learning.

Tapping Undergraduate Lab Assistants to Enhance Learning and Mentorship

Rhoden highlighted the value of undergraduate teaching assistants in delivering personalized guidance within large chemistry labs. Rather than relying solely on graduate research assistants—who may have limited teaching experience or interest—selecting top-performing undergraduates can be a highly effective alternative. These assistants are often among the strongest students in the class, combining deep conceptual understanding with hands-on lab experience and strong instrumentation skills.

The benefits are multifaceted, Rhoden said. Serving as an undergraduate teaching assistant gives students ownership of the lab environment, reinforces their mastery of analytical chemistry, and promotes meaningful peer-to-peer learning. Because undergraduates often view the teaching role as a goal rather than an obligation, they are highly motivated to support and mentor their peers. These assistants can also train incoming students, creating a self-sustaining cycle of leadership and knowledge-sharing. By integrating high-performing undergraduates into the teaching framework, labs can maintain small-group attention, improve troubleshooting support, and cultivate a collaborative culture—helping students develop practical lab management skills that will serve them in industry or future academic pursuits.

Practicing Science Through Model-Building

Rhoden emphasized the power of building and testing models as a core part of analytical chemistry training. In his courses, students first construct a model of an experiment in Excel, predicting outcomes and identifying key variables. The following week, they run the actual experiment and compare the results to their predictions. This model-versus-reality cycle challenges students to test their assumptions, revealing how instruments behave in practice versus theory.

Because lab and lecture occur concurrently, students can immediately connect concepts with hands-on experience, he said. This structure allows instructors to reinforce lessons in real time and gives students the space to explore, question, and understand the underlying chemistry. Spending significant time on both modeling and experimentation not only deepens conceptual understanding but also develops critical thinking, problem-solving, and analytical skills—preparing students to troubleshoot experiments effectively and become more confident, independent scientists.

Breaking It Down on a Small Scale

Rhoden highlighted the value of small-scale experiments for building a strong foundation in analytical chemistry. By working with miniature reactions and limited reagents, students gain a clear understanding of the principles underlying modern instrumentation. This approach is not only more sustainable and safer but also allows students to focus on the mechanisms and reasoning behind each measurement, rather than being overwhelmed by large-scale procedures.

Where possible, Rhoden emphasizes giving students hands-on experience with instruments used in real-world laboratories. Balancing simplified, small-scale experiments with exposure to professional equipment provides a bridge between theory and practice, helping students grasp how instruments function and how the concepts they’ve learned are applied in the field. This approach cultivates both conceptual depth and practical competence, preparing students to engage confidently with analytical chemistry at higher levels.