AACT Member Spotlight: Umberto Kober



Every month AACT spotlights a passionate member who is dedicated to enhancing chemistry inside and outside the classroom. This month, we spotlight Umberto Kober. He is a Research Development Scientist at the University of Toledo in Ohio.

Tell us about yourself.

My name is Umberto Kober, and I am a passionate and dedicated chemistry teacher with a deep love for science and education. I have always been fascinated by the natural world and driven by a curiosity to understand how things work. Originally from Brazil, I completed my undergraduate degree in chemistry with a specialization in education at Universidade Luterana do Brasil. I have 17 years of experience teaching high school and technical courses, including Chemistry I, II, and III, research methodology, and organic synthesis. I also hold a master's degree from the University of Toledo, Ohio, and am one of the co-authors of a device for protein crystallization used on the International Space Station.

Currently, I am involved in the Ph.D. program in Chemical Engineering at the University of Toledo, where my research focuses on algae bloom control in our lakes. Additionally, I participate in the Toledo Excel program within our department. This program prepares middle school students for the transition from high school to college-level work and responsibilities. The program focuses on supporting hardworking students who aspire to attend college but may not have the same opportunities as others.

Why did you become a teacher? Did you always want to teach?

I have always been passionate about biology, physics, and especially chemistry. However, I never saw myself in the position of a teacher. As I progressed through elementary and high school, I noticed that my chemistry teachers often explained the subject matter in a very complex way. Many times, I found myself translating the topics covered in class into simpler language for my classmates, and invariably, a study group would form around me. It was then that I began to appreciate the process of teaching. The satisfaction of helping my classmates understand difficult concepts sparked a genuine interest in education, leading me to seriously consider a career in teaching.

What are you most proud of in your work?

I am very proud to belong to one of the noblest professions, which is teaching. I take great satisfaction in knowing that my work helps many children and adolescents become better citizens and serve the community with the knowledge they acquire in the school environment. I am proud to see the progress made by my students and to know that, in some way, I was a part of their development.

Why did you become involved with AACT? What are the benefits of being involved?

Since my early years as a teacher, I have always sought new teaching strategies and high-quality materials. The benefits of being involved with AACT are extensive. It provides a wealth of classroom resources, including innovative lab activities and effective pedagogical strategies that I would not have found on my own. These resources have enriched my teaching and enhanced my students' learning experiences.

Being involved with AACT has been a catalyst for growth and improvement in my teaching career. The resources, support, and professional connections have been instrumental in helping me stay relevant and effective in the classroom, ensuring that my students remain engaged and inspired by the wonders of chemistry.

What is your approach to building a meaningful relationship with your students and their parents?

My approach to building a meaningful relationship with my students and their parents is centered on cultivating a positive and sincere connection. Most importantly, I aim to ensure that the school environment is a safe space for learning, where students can ask questions without fear of being judged for any lack of knowledge. Teaching is a continuous process of love and patience, often involving repeating information multiple times until it solidifies and makes sense to the students.

Another crucial aspect is never judging a student. As teachers, we must be a safe harbor for students to express themselves freely, emphasizing that a teacher should not have any type of prejudice. Often, students do not find support at home, and the school community, especially teachers who are in direct contact with the students, are the only people they can rely on for attention, support, and care.

Additionally, I consider it important to clearly establish my expectations. These expectations should be set at two levels: first, individually, student by student (recognizing that each student has different needs for various reasons), and second, in relation to the group as a whole. Many conflicts between teachers and students are caused by a lack of clear communication, and it is the teacher’s responsibility to be clear on this point.

Another essential approach to building relationships is to immerse oneself in the world of teenagers and stay updated with the trends that influence their lives, whether it is language, music, movies, or games that they show interest in.

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

To stay current and bring the latest science into the classroom, I participate in professional development courses and attend teaching and science conferences. Additionally, I find YouTube videos, movies, and articles in Science News and ChemMatters to be invaluable sources of information. These resources provide a wealth of up-to-date knowledge that I can use to enhance my lessons and ensure my students are learning the most recent developments in the field of science.

What fuels your passion for science and teaching?

My passion for science and teaching is fueled by my innate curiosity and desire to understand the world around me. From a young age, I was fascinated by the natural world and driven to uncover how things work. This curiosity led me to pursue a career in chemistry, where I found a structured and fascinating way to explore and answer questions about natural phenomena.

Teaching, on the other hand, provides me with the opportunity to share this passion and knowledge with others. There is nothing more rewarding than seeing the moment of understanding light up a student's face when they grasp a difficult concept. This satisfaction of helping students overcome challenges and expand their horizons is what keeps me motivated.

We are living in a world of constant change, with new technologies and screens often distracting students' attention. This challenge of remaining relevant and engaging students amidst such a flood of information is what drives me to continually improve my teaching methods. I strive to create a classroom environment where students feel safe to ask questions and explore new ideas without fear of judgment.

Ultimately, my passion is driven by the impact I can make on both individual lives and the broader community. Seeing students grow, succeed, and apply their knowledge in meaningful ways is what keeps me dedicated to both science and teaching.

In three words, what would your students say they learned from you?

Science is cool!

If you could pass on one word of wisdom to other chemists what would it be?

We are naturally curious, and it is our responsibility to seek solutions with integrity and diligence. Always remember that our work has the potential to make a significant impact on the world. Sometimes, a small step can take years, but without a doubt, it is a step taken. Pursue your research with a commitment to ethical practices and a passion for discovery, knowing that every small breakthrough contributes to the greater good.