AACT Member Spotlight: Nina Hike



Every month AACT spotlights a passionate member who is dedicated to enhancing chemistry inside and outside the classroom. This month, we spotlight Nina Hike. She teaches high school honors chemistry at George Westinghouse College Prep in Chicago, Illinois.

Tell us about yourself.

I've spent more than 30 years teaching science in Chicago Public Schools, including Biology, Environmental Science, Chemistry, AP Environmental Science, International Baccalaureate (IB) science, and AP Capstone. Every course has given me new insights into how students learn science.

I'm the founder of Pushing Praxis, a Lead Contributor for Chemical Education Xchange (ChemEdX), a Ph.D. candidate in Curriculum and Instruction at the University of Illinois Chicago, and the 2021 Illinois PAEMST National Awardee.

One of the things I enjoy most is learning with science educators beyond my own classroom. Whether I'm collaborating with teachers, working alongside scientists and researchers, or ACS and AACT, presenting at BCCE, and ChemEd, or  talking with educators after a workshop, I always come away with ideas that eventually find their way into my classroom.

Outside the classroom, I enjoy exploring Black history throughout Chicago and Illinois, visiting museums and historic sites, and spending time with my granddaughter. Her curiosity often reminds me of what first sparked my interest in science.

Share a story from your past that led to your choosing your field of work.

I grew up in Chicago's Altgeld Gardens, where I spent hours exploring the Beaubien Woods Forest Preserve and bringing back insects and plants to explore with my mother, Gloria Goss. I also remember knowing I was almost home because of the smell in the air. My parents told me it was pollution, but I didn't yet have the scientific knowledge to understand what I was experiencing.

Recently, I learned about Hazel Johnson's environmental justice work in Altgeld Gardens and realized my childhood memories were part of a much larger story. That experience continues to influence how I teach. I want students to see chemistry as a way to investigate issues that affect their own communities.

What fuels your passion for science and teaching?

What sparks my passion is helping students recognize that chemistry is one way of making sense of what's happening in Chicago neighborhoods. Instead of beginning with abstract concepts, we begin with meaningful local questions and investigate issues such as public health, environmental justice, and energy demand through chemistry.

At the same time, I intentionally connect chemistry to the people whose scientific work and experiences have shaped our understanding of chemistry. While instructional resources have not always reflected the full range of scientific contributions, students explore the work of people such as Mario Molina, whose research on atmospheric chemistry introduces experimental design; Marie Curie, the Radium Girls, and Clarice Phelps in nuclear chemistry; Hazel Johnson in environmental justice; Percy L. Julian and Tu Youyou in medicinal chemistry; and Dr. Charles R. Drew in blood chemistry.

What are you most proud of in your work?

I'm most proud when students recognize that what they learn in chemistry can make a difference in their communities.

One of my favorite examples is our blood chemistry unit inspired by Dr. Charles Drew and my school community. Students learn the chemistry behind blood donation, recruit donors, create educational materials, and participate in the school's Charles R. Drew and Sickle Cell Disease Blood Drives. Watching classroom learning result in meaningful community action is extremely fulfilling because students see that what they learn in chemistry can lead to a lifetime of community service.

Teachers interested in bringing Dr. Charles Drew into their chemistry classroom can explore the American Chemical Society's Charles Richard Drew profile and my ChemEdX article, which show how I connect blood chemistry, blood donation, and community participation through this instructional unit.

I'm also proud to share my work through Pushing Praxis. My current project, 30 Praxes from 30 Years of Teaching, is my way of giving back by documenting the instructional decisions and experiences that have shaped my practice so other teachers can adapt them for their own classrooms.

What do you do to remain current and bring the latest science into the classroom?

One of the best ways I stay current is through National Science Foundation Research Experiences for Teachers (NSF RETs) and my ongoing partnership with the Baxter Center for Science Education at Northwestern University, including biotechnology initiatives, professional learning, and teacher leadership opportunities. These experiences have enabled me to study emerging research and translate it into classroom investigations on topics such as recycled rubber, antioxidants, biodiesel fuels, band gap, oncofertility, smart windows, and heavy metals in Chicago's soil.

I also participate in Youth Participatory Science (YPS) Chicago, where my students share their classroom investigations of Social Justice Science Issues by presenting their work at the annual YPS Symposium, a collaboration between the University of Illinois Chicago and Chicago Public Schools. Watching students present their research and engage in conversations with students from across Chicago, community members, and educators is one of the highlights of my year.