AACT Member Spotlight: Vladimir Baldelomar



Every month AACT spotlights a passionate member who is dedicated to enhancing chemistry inside and outside the classroom. This month, we spotlight Vladimir Baldelomar. He teaches Chemistry, AP Chemistry, and Physics at West Boca Raton High School in Boca Raton, Florida. 

Tell us about yourself.

I’ve had the joy of teaching chemistry and physics for the past 27 years, and I still wake up every day grateful for the chance to ignite curiosity in my students. Before becoming an educator, I served in the U.S. Army, an experience that shaped my commitment to service, integrity, and perseverance—values I bring into my classroom daily. I’m also a proud husband and father; my wife and I have raised a wonderful son who is now an adult forging his own path.

Throughout my 27 years of teaching, I’ve been a fierce advocate for equity in science education. I believe every student—especially those from minority and economically disadvantaged backgrounds—deserves access to rigorous scientific learning and the opportunities that come with it. Ensuring that all young people can see themselves in advanced STEM fields is not only a personal mission but, I believe, essential to our nation’s future.

My passion for teaching is rooted in the belief that chemistry and physics are not just subjects—they are powerful tools that empower students, open doors, and strengthen the scientific literacy we need for the challenges ahead.

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

Teaching is truly in my DNA—no pun intended! Both of my parents were educators, and growing up in a household where learning was encouraged and celebrated every day had a profound impact on me. Pair that environment with my lifelong love for science, and it felt natural—almost inevitable—that I would find my place in the classroom. From the moment I began teaching, I knew I had found my calling. Sharing the beauty, logic, and wonder of chemistry with young people has been one of the greatest joys of my life. I’ve had the privilege of teaching multiple generations of students, and each new class renews my passion for helping them see what science can unlock in their lives. I became a teacher because I wanted to inspire, encourage, and open doors—and I still feel that same excitement today. I hope to continue promoting chemistry and nurturing future scientists for many years to come. Did I always want to teach? Absolutely 100%!

What fuels your passion for science and teaching?

My passion is fueled by the never-ending quest to make sense of the natural world and to share that sense of wonder with my students. Science is a powerful tool for improving lives, and I’m driven by the hope that inspiring younger generations will lead them to careers in chemistry where they can make a meaningful difference in our world. There is nothing quite like the smiles and excitement that come when students discover how powerful science can be. Watching their confidence grow—especially since I often have many of my students for three consecutive years—is truly priceless. Seeing their scientific thinking deepen, their curiosity expand, and their belief in themselves strengthen is what keeps me energized and committed to teaching. Those moments of discovery, growth, and joy are what reaffirm my purpose every day.

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

For me, it starts with open, constant communication. A student’s education has many moving parts, all working toward the same goal, and collaboration between teachers, students, and parents helps everything fall into place. Science is just one piece of the puzzle, and supporting the whole student is what really makes a difference. Building trust and genuine rapport with students is at the heart of my approach. I aim to create a classroom that feels welcoming, safe, and encouraging—where students know their curiosity is celebrated and their efforts are recognized. I treat every student as I would want my own son to be treated: with respect, understanding, and a lot of encouragement. When students feel truly seen and supported, learning doesn’t just happen—it thrives.

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

AACT has been a true game changer for me. The expertise, breadth, and depth of the resources they provide are unparalleled, and having access to such high-quality, practical materials has been invaluable in my teaching. I’ve always sought to align myself with organizations that share my commitment to promoting science education at the highest level, and AACT does exactly that. Beyond the resources, being part of this community connects me with fellow educators who are just as passionate about inspiring students and advancing chemistry education. It’s not just professional support—it’s a shared mission that continually energizes and inspires me.

Share some words of wisdom to other chemists.

• First and foremost, show your students that you truly care.
• Never underestimate the power of passion, curiosity, and persistence—both in science and in teaching. Treat your students with respect, empathy, and encouragement—just as you would want your own child to be treated.
• Build trust, foster curiosity, and create a classroom where mistakes are celebrated as steps toward discovery.
• Stay connected to communities like AACT that share your mission and values. Their resources, support, and camaraderie can elevate your teaching ; we all are part of something bigger—shaping the scientists of tomorrow and making a lasting impact on the world.
• Finally, never stop learning yourself. Curiosity and growth are contagious; your enthusiasm will ripple through every student you teach!

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

Compassion, resilience, understanding.