Musings of an Old Chemist

A Chemist's Perspective on the Habits and Skills STEM Students Need For Success

Tag: perseverance

The Grade Illusion: Why High Test Scores Don’t Necessarily Equate With Concept Mastery (And How to Fix It)
If you are an aspiring STEM student, or the parent of one, I want you to consider a terrifying possibility: It is possible to have a 4.0 GPA and know/retain almost nothing.

I saw this contradiction in the students I would tutor. They were bright, hardworking, and ambitious. They had mastered the art of getting the “A.” They knew how to take tests, follow instructions, and allocate their time to receive a high score.

However, if I asked them to apply a physics concept from two weeks before to a new problem assigned that day, they would freeze. Their knowledge of the material (data) was gone.

This is the Grade Illusion. We have built an educational culture – especially in high-stakes fields like STEM, where the “High Score” has become the product. But in the real world, the test scores from high school and college courses are irrelevant. The only thing that matters is mastering the content.

If you want to survive the transition from “A-student” to “successful scientist,” you need to understand how your own mind works. You need to stop renting knowledge and start owning it.

The Knowledge Retention Misconception: RAM vs. Hard Drive

To understand why intelligent students often feel like impostors, we need to examine how the brain stores information.

Think of your brain like a computer. You have two types of storage:
1. RAM (Random Access Memory): This is short-term, high-speed memory storage. It holds the data you need right now. It is volatile; when the power cuts (or the test ends), the data is wiped to make room for the next task.
2. The Hard Drive: This is long-term storage. It is slower to write to, but the data remains there forever, ready to be recalled years later.
The modern educational system encourages you to use your RAM, not your Hard Drive. We call this Cramming, or as we discussed in an earlier blog post, the act of memorization/regurgitation.

When you cram for a calculus midterm, you are loading complex formulas into your RAM. You hold them there—stressfully—for 24 hours. You walk into the exam, dump the RAM onto the paper, and get a 95%. You feel successful.

But 48 hours later, that RAM is cleared to make space for Chemistry. The “Save to Hard Drive” function never happened.

The Science of Forgetting

This isn’t just a metaphor; it is a biological fact. In the late 19th century, psychologist Hermann Ebbinghaus mapped the “Forgetting Curve.”

The curve shows that without deep processing (the struggle necessary to understand something), humans lose roughly 50% of new information within a day and 90% within a week.

The student who crams and gets an “A” peaks at 100% on Tuesday morning. By next Tuesday, their retention dropped to nearly the same level as that of the student who failed. The grade is a record of what you knew for one hour, not what you carry into your career.

From an economics perspective, consider this as the difference between Renting and Owning.
- Cramming is Renting. You pay a high price in stress and sleep deprivation. You get to “live” in the knowledge for a day. But once the test is over, your “lease” is up, and you are evicted. You have zero equity.
- Deep Learning is Owning. You pay a “mortgage” of daily, consistent study. It feels slower. It feels harder. But two years later, when you are designing a load-bearing bridge, for example, that physics principle is yours.
The Illusion of Competence

“But I got an A!” you might argue. “The test says I know the material.”

Does it?

In 1956, in the publication “Taxonomy of Educational Objectives: The Classification of Educational Goals,” a committee of educators chaired by Benjamen Bloom developed a framework to rank levels of understanding called “Bloom’s Taxonomy.”

Shutterstock

Most high school tests—and frankly, many college exams—operate at the bottom three levels: Knowledge (learn the formula), Comprehension (understand when to use the formula), and Application (plug numbers into the formula).

If you are good at memorization, you can ace these tests without ever moving up the pyramid. But a career in STEM fields lives entirely at the top three levels:
- Analysis: Why did the experiment fail?
- Evaluation: Which method is best for this specific application?
- Synthesize (Create): Develop an improved solution that isn’t in the textbook.
The Illusion of Competence

This creates the Illusion of Competence. You have a transcript full of “A’s” that certify you are an expert, but your internal drive has never been stress-tested at the “Analysis” or “Synthesis” level. When you eventually hit a problem that requires those skills, you don’t just struggle—you crash.

The most dangerous side effect of the Grade Illusion isn’t academic; it’s psychological.

The Performance = Identity Misconception

When you spend your entire life chasing the “High Score,” you begin to associate your Performance with your Identity. You believe the equation: My Grade = My Worth.

In STEM, this is lethal. In English class, a grade of “C” might seem subjective. In Physics or Chemistry, a “wrong answer” is objectively wrong. If you tie your self-worth to getting the right answer, every mistake feels like a character flaw.

You need to adopt the mindset of a Scientist:
- You are the Learning Process itself. You are the curiosity, the work ethic, the resilience.
- The Grade is just Data. It is simply the output of a single, specific experiment on a single specific day.
For example, if a Ferrari engine performs poorly because it had bad fuel, we don’t say the engine is trash. We say the input (fuel) was wrong. Similarly, if you fail a test, it doesn’t mean you are broken. It means your variables—your study habits, your sleep, your preparation—were off.

A bad grade is not your identity. It is guidance.

Breaking the Cycle

Ready to shift from being a “Grade Hunter” to a true “Learner”? Use these two simple techniques to pinpoint where you are in that transition and determine the necessary steps to move forward.

1. The “Two-Week Audit.”

I challenge you to a challenging experiment. Take a test you aced two weeks ago. Sit down and take it right now, without reviewing your notes.

The difference between your score then (95%) and your score now (55%) is your Fake (Lost) Knowledge. That 40-point gap represents wasted energy. It is time spent renting, not owning. If the gap is huge, your study method is broken, regardless of your GPA.

2. The Feynman Technique (The Ownership Test)

Physicist Richard Feynman had a simple rule for understanding, which he borrowed from Albert Einstein. To prove you have mastered a concept, you must be able to explain it in simple language, without jargon, to someone who has no background in the topic (like a smart 12-year-old).

If you can’t explain it simply, you don’t understand it. You have only memorized the definition. You are stuck at the bottom of Bloom’s Taxonomy.

The Bottom Line

The world is full of influencers and algorithms showing you the easy way to obtain a high test score on the ACT and achieve the most sought-after degrees, jobs, and accolades. Yet they rarely show you how to retain the knowledge required for long-term success.

Success in STEM requires three “old school” prerequisites that cannot be skipped: Curiosity, a Passion for Learning, and a Passion for Solving Problems.

If you have these, the grades will eventually follow. But more importantly, later in life, when the grades stop mattering, the expertise will remain.
January 4, 2026
Mastering STEM: 3 Keys to Success Beyond ‘Natural Genius’
There’s a persistent myth in Science, Technology, Engineering, and Mathematics (STEM): that success belongs to the “natural genius,” the person who just “gets it.”

Here’s the truth: Achieving mastery in challenging STEM fields has little to do with some magical, intrinsic gift. It is 100% based on the application of several advanced intellectual and behavioral strategies. Think of it as a complete operating system upgrade for your brain.

To move beyond the daily struggles and achieve genuine mastery in STEM, you need to commit to these three non-negotiable principles.

The Power of Modeling

Social Learning Theory, pioneered by Albert Bandura, shows that a huge part of human learning happens through observing and imitating others. But success isn’t about emulation (or copying) a single skill; it’s about modeling a complete system.

To succeed, you must actively observe and adopt the entire package of skills and habits from those who have already achieved high levels of success. For example:
- Advanced Technical Skills: How do experts and mentors break down a complex problem? Learn their analytical approaches.
- Powerful Work Ethic: Look at how they meticulously structure their study schedules, their uncompromising standards for quality, and their consistent effort.
- Powerful, Positive Mindset: How do they view failure? It’s purely objective, instructive data—nothing more.
Take action, stop focusing solely on the textbook content. Start noting the process of your most successful peers or mentors. How do they organize? When and how do they study? How do they handle a major setback? You want to copy and implement a system, not just learn content knowledge.

Escaping the “Developmental Trap.”

A massive barrier to our progress is what is called the “developmental trap.” This is when you inadvertently become rooted in ineffective behavioral patterns that feel comfortable but sabotage your future.

Are you chronically procrastinating? Do you find fault in everything you do, seeing only the negative outcomes, which paralyzes you from even starting? Are you habitually unclear about your goals and intentions, or vague in your communication with your fellow students/teachers/professors? These are self-sabotaging habits.

To break free, you must perform a conscious, honest self-assessment and start developing and exercising your self-awareness skills.

Follow-up on your self-assessment by:
- Installing these productive habits: Resilience (bouncing back from setbacks with renewed effort) and a rigorous work ethic (getting things done with uncompromising quality and efficiency).
- Discard low-return behaviors: Self-incrimination, self-doubt, and negativity.
Over time, your relentless effort will help create a powerful “internal compass.” Your motivation shifts from the temporary need for external validation (a good grade, a compliment) to an intrinsic drive—a non-negotiable, standard you’ve set for quality and thoroughness that you must meet, regardless of what anyone else thinks.

Prioritize the Process Over the Score

The final, and perhaps most crucial, mental adjustment is letting go of the destructive notion that you must achieve absolute, flaw-free perfection. That ideal is unattainable and will only lead to burnout.

The successful STEM student must value the process of learning and discovery over the final numerical score or grade.

When an experiment fails, a line of code breaks, or you get a subpar result on a quiz, how you react must change. Don’t view it as a “mess-up” or that you don’t have what it takes to “make it.” Instead, you must treat it as a starting point from which you learn and progress.

This data is essential for:
1. Precisely identifying your weaknesses.
2. Fine-tuning your approach to solving the problem or issue.
3. Educating you for the design of your future, a more refined attempt.
This mental shift is life-changing. It moves your focus from avoiding mistakes (a fear-based approach) to maximizing learning effectiveness (a growth-based approach.)

Summary

In the demanding world of STEM, setbacks—from experimental failures to complex problem-solving roadblocks and challenging coursework—are a daily certainty. Therefore, the single most critical factor for your long-term success and ultimate perseverance is your ability to effectively manage and recalibrate your expectations.

Really successful STEM students ditch the idea that they have to be absolutely perfect. They focus more on consistently putting in the hard work and sticking closely to the process (understanding the “why” and the “how”), instead of getting hung up on immediate, flawless results. This mindset change is a huge win: it means they stop seeing mistakes as a huge personal flaw and start seeing them as valuable, objective data—the stuff you need for real learning, figuring out new strategies, and improving down the line. In the end, this shift turns anxiety into a powerful tool for growth.
November 30, 2025
Essential Skills for Success in STEM: Initiative, Resolve, Perseverance, Resilience

You may be doing well in your math and science courses, or perhaps you’re already interested in areas such as computer programming, robotics, or video game design. While a passion for STEM and strong academic performance are certainly vital, true success in these fields requires more than just intelligence.

The key drivers—the qualities that will propel you through challenging projects, demanding courses, and even career setbacks—are the four absolutely vital tools in your personal growth toolkit for anyone charting a course in STEM: Initiative, Resolve, Perseverance, and Resilience.

What is Initiative, Resolve, Perseverance, and Resilience?

1. Initiative

What it is: The ability to self-start, take action without being told, and seek out new opportunities or skills.

Why it matters in STEM: The STEM fields are constantly evolving. What you learn today may be outdated in five years. Initiative is crucial for lifelong learning—the willingness to constantly teach yourself new skills (computer programming, robotics, advanced data analysis, or new analytical instrumentation) to remain current and competitive in the industry.

When performing research or problem-solving, it takes initiative to troubleshoot errors, design a better experiment, or learn to use a new piece of equipment before it’s required. It’s what drives you to excel.

Example: Your Chemistry professor assigns an open-ended laboratory project. The explicit expectation is a successful, unique final product. You must show the initiative to search for resources, organize the necessary equipment and reagents, and learn to operate the necessary tools needed to complete the project because the assignment demands it, not just because you feel like it.

2. Resolve

What it is: A firm determination to achieve a specific goal, resisting distractions, and maintaining focus even when things get tough. The unwavering focus needed to complete a difficult project, solve a complex equation, or commit to the years of study required for a specialized field of study.

Why it matters in STEM: STEM fields demand long-term commitment. Resolve is what helps you stay committed to completing that difficult assignment, even when exhaustion hits. Push through a difficult physics derivation, knowing the understanding will unlock new perspectives. See past a frustrating semester or a challenging first-year chemistry, physics, or math course, reminding you of your ultimate career aspirations. It’s the inner conviction that keeps you on track.

Example: Introductory college courses, such as Organic Chemistry, Physics, and Calculus, are often intentionally challenging to test your preparedness to succeed in upper level courses. When faced with a low grade, resolve is the quality that prevents you from abandoning your major. Initiative is the drive to seek out help by finding a tutor, joining a study group, or meeting with the professor to grasp the material you do not understand, instead of simply giving up.

3. Perseverance

What it is: The sustained effort to keep working despite difficulties, serving as the dedication required to solve tough problems through hours of calculations, research, or repeated experiments. It’s the long-term, consistent effort.

Why it matters in STEM: STEM is rarely a straight line to success. Perseverance means spending countless hours debugging computer programming, even when you’re convinced it’s flawless. Re-running an experiment five times because you’re confident there’s a pattern you’re missing. Staying up late to understand a complex mathematical concept until it finally clicks.

Example: You struggle with a Chemistry laboratory assignment and are tempted to give up. Your instructor intervenes, not by giving you the answer, but by offering a small suggestion, confirming the difficulty of the task, and requiring you to follow up in an hour. This structured support prevents you from feeling abandoned in your efforts, reinforces the importance of struggle, and teaches you the value of perseverance.

While the ultimate decision to continue is yours, external factors, the support from your instructor, are essential. The setting of an expectation, the modelling of how to continue in the process, and the structured support act as powerful motivations, transforming your ability to just keep going into an established, automatic behavior (perseverance).

4. Resilience

What it is: The capacity to recover quickly from setbacks, disappointments, or outright failures, viewing setbacks not as defining moments but as valuable data and learning opportunities.

Why it matters in STEM: Failure isn’t a setback in STEM; it’s a feature. Scientific discovery often involves many “failed” experiments before a breakthrough. Resilience allows you to: bounce back from a low test score, analyze what went wrong, and adjust your study habits.

Example: It can be challenging for you to picture what “resilience” looks like. Mentors provide a crucial model. When you witness your research advisor’s experiment fail, and instead of getting discouraged, your advisor calmly analyzes the data, identifies the potential sources of error, and immediately starts correcting the issues for the next trial run. These actions model resilience and teaches you how to respond appropriately to setbacks.

STEM fields are characterized by constant challenges and an emphasis on complex problem-solving. Success relies less on your natural talent and more on your willingness to engage in a productive learning process. And that success rarely comes on the first try. It is common for an experiment to produce unexpected results or a mathematical proof to contain an error. Instead of seeing these setbacks as personal shortcomings, students need the mindsets of resilience and perseverance to see a failure as a starting point.

Is Initiative, Resolve, Perseverance, and Resilience a Personality Trait or a Learned Skill?

Initiative, resolve, perseverance, and resilience are generally understood as learned behaviors. Psychologists like Carol Dweck argue that these qualities stem from a Growth Mindset—the belief that our abilities and intelligence can be developed, rather than a fixed personality trait. While some people might appear naturally more determined to manage and learn from their struggles, everyone has the capacity to develop these essential skills.

Think of initiative, resolve, perseverance, and resilience as learned skills that, when practiced consistently, become an integral, defining part of your character or personality. For a STEM student, it is critical to recognize the value in treating them as skills that require deliberate practice.

The Power of Role Models, Mentors, and External Expectations

The skills of initiative, resolve, perseverance, and resilience isn’t something you can achieve entirely on your own, however you can always begin the process. The most effective and the smoothest path to growth in these areas requires external guidance. Role models, mentors, and the right external expectations act as a vital catalyst in forging these qualities.

How do role models, mentors, and external expectations cultivate these critical skills? Here are four key examples:

Observation: Professors, Mentors, and Role Models provide critical “how-to” knowledge. Observing an experienced chemist handle an instrument failure calmly or a scientist gracefully accept and learn from a failed experiment offers a real-world demonstration of resilience and perseverance in action.

Accountability: External expectations, whether it is from a professor, mentor, or a course syllabus, establish defined goals and deadlines that require action. Taking on a challenging project with its external pressures, its deadlines and reporting requirements, serves as a catalyst. It triggers the initiative needed to start and, crucially, builds the internal resolve and strength required for sustained effort toward completion.

A Defined Strategy for Success: Effective teachers and mentors avoid simply giving answers. Instead, they offer focused, constructive feedback, guide individuals through roadblocks, and recognize small achievements. This strategic support reinforces successful behaviors, driving long-term competence and success.

Reinforcement and Feedback: These critical skills are only learned effectively when you receive balanced feedback from your professors and mentors, parents as well – positive reinforcement when you suceed and constructive criticism when you fall short.

A Strategy for Your Personal Growth and Success

As you navigate your academic life and plan for a career in science, technology, engineering, or math, your focus must extend beyond formulas and facts. You need to actively look for opportunities to develop your initiative, resolve, perseverance, and resilience. So take action with the following approach:

1. Embrace the Hard Stuff: Never shy away from difficult assignments or complex projects. Challenges are opportunities in disguise.

2. Treat Failures as Data: Every setback is not an end, but a valuable data point. Analyze what went wrong and adjust your approach.

3. Actively Seek Mentors: Find someone whose approach to challenges inspires you, and commit to learning from their wisdom and experience.

4. Practice Self-Reflection: When things get tough, take a moment to ask yourself: How did I react? What could I do differently next time?

Conclusion

These qualities are not just career buzzwords; they are the foundation of personal growth and the essential fuel for scientific discovery and innovation. The combination of strong grades and these four psychological attributes is what ultimately separates a good student from future success in their career path, capable of making a difference in a STEM field. Cultivate them, and you will do more than just succeed in STEM; you will thrive in every aspect of your life.

November 19, 2025
Creative Problem-Solving: Answering the Question “What if?: Curiosity, Imagination, and Thinking Outside the Box (Divergent Thinking)

To have a great idea, have a lot of them.

– Thomas A. Edison

The Three Components of Creative Problem-Solving

What truly distinguishes exceptional STEM students? It’s not just intelligence. To be a truly innovative and successful STEM student, you need to cultivate three interconnected and critical elements: curiosity, imagination, and thinking outside the box (divergent thinking). While distinct, these form a dynamic trio essential for creative problem-solving.

Creative problem-solving relies on these three key components. One (curiosity) is a fundamental personality trait, while the other two (imagination and thinking outside the box) are powerful, learnable abilities built upon that foundation.

Curiosity

Average vs Exceptional

The average student often limits their academic efforts to merely meeting teacher requirements: learning formulas, adhering to instructions, and practicing assigned problems to achieve satisfactory grades. Their involvement typically ceases once an assignment is submitted, a behavior frequently termed “memorization and regurgitation.” This refers to the practice of recalling and repeating information without true comprehension or lasting retention.

Exceptional students are driven by curiosity; they focus on comprehension, asking “why” and “what if” questions. They seek to understand the mechanics of a formula, its interconnections with other scientific fields of study, and the outcomes that happen when they change the variables.

Curiosity is the internal drive or impulse that initiates our creative process. It is our most fundamental and inherent trait—as an aspect of our personality often linked to being open to new ideas and experiences. It’s the desire to know how and why things work, to seek innovation, and to identify gaps in our current understanding, prompting questions like “Why?” and “What if?” When confronted with a problem, curiosity pushes you beyond simple, established answers, providing the motivation to engage and explore the unknown.

This pursuit isn’t solely about “acing” tests; it’s a genuine desire for comprehension, which makes learning both exciting and increases retention of information. Grades are valuable, but curiosity impacts your future to a greater extent. Curiosity transforms learning into an intrinsic process, making it far more powerful and sustainable than the extrinsic motivation of grades. It compels you to explore beyond textbooks and to persevere with complex problems long after average students have given up.

Imagination

Imagination acts as the link, connecting your curiosity to your ability to think outside the box. It is your brain’s internal workshop – a powerful and developable skill where you generate ideas, concepts, or scenarios that don’t yet exist. This is where you start generating possibilities. You take what you already know and combine or recombine elements in new ways.

While the capacity for imagination is intrinsic, its quality and effectiveness are developed through learning, experience, and practice. As we accumulate knowledge, our imagination becomes richer, enabling us to combine elements in more complex and novel ways. It helps you answer: “What could a solution look like?” Imagination visualizes the innovative, non-standard goals that lead to breakthroughs.

Think of it like this: If you were inventing a new gadget, imagination is you mentally seeing that gadget in action, picturing its features, or even spotting potential improvements before you even sketch it out. It’s when your “What if?” question truly starts to take shape! It is the mental simulation that allows you to see the product in use, predict how it might break, or envision a better design before a single piece of metal is cut. It is the “What if?” realized.

Thinking Outside the Box (Divergent Thinking)

Convergent vs Divergent Thinking

Convergent thinking is crucial for problem-solving; it’s about finding that single correct answer, often by following established steps. However, to truly innovate and push the boundaries of knowledge, divergent thinking is essential.

Divergent thinking, often called “thinking outside the box,” is a vital and learnable skill for creative problem-solving. It involves systematically moving beyond a single imaginative possibility to generate many varied and often unconventional solutions. For instance, while imagination might foresee a car that runs on water, divergent thinking would brainstorm 50 different mechanisms—such as electrolysis, hydrogen capture, or steam power—that could potentially make that vision a reality.

While the average student excels at convergent thinking (finding the single correct answer using established methods), the exceptional student leverages divergent thinking to address unfamiliar problems, hypothesize new connections, and push the boundaries of knowledge. This is where innovation happens.

Thinking Outside the Box (divergent thinking) is a skill you can learn. It’s all about being creative in your thinking and getting in some practice, like trying brainstorming. This helps you to develop a system where you come up with tons of different, new solutions – showing off your content mastery, flexibility, and originality. Try thinking of every problem as a puzzle to solve. It’s essentially asking, “How many different ways can we make this work?” and then quickly generating a bunch of diverse, unconventional, and possible options. Finally, you try to implement those imaginative ideas and turn them into solid steps or solutions for testing or implementing your ideas.

Personal Commentary: Two Real-life examples

Since retiring, I’ve dedicated myself to two main passions: gardening and assisting family members with their electronic devices, whether it’s installing new televisions or troubleshooting computer issues.

When it comes to gardening, I’ve noticed that many gardeners simply follow seed packet instructions and use the same soil mix year after year. If a plant doesn’t thrive, they often blame a “brown thumb” or the weather, sticking to conventional methods.

However, my goal is to become a master gardener. I’m deeply committed to researching soil science, meticulously tracking the microclimates within my raised beds, and experimenting with companion planting. I view a struggling plant as a puzzle to solve. I’ll test and adjust the soil composition, fine-tune its pH, or even construct a custom cold frame. By leveraging research and divergent thinking, I’ll integrate chemistry and construction to boost my garden’s yield and deepen my understanding.

When my family and friends encounter issues with their electronic devices, I’ve observed a common tendency: they often consult installation instructions and rarely attempt to troubleshoot problems independently or consider unconventional solutions. While they can resolve straightforward issues, they tend to give up when standard steps prove ineffective.

In contrast, when faced with a computer or electronic device problem, my curiosity drives me to delve into user forums and perform internet searches. I’m not just seeking a solution; I’m driven to understand the root cause of the issue and how to prevent it. My approach goes beyond merely fixing the problem; I want to comprehend why the failure occurred. This involves using divergent thinking to connect various hardware failures and device programming issues I’ve seen in the past, and asking the question “What if?”, to devise and implement a solution. By making the extra effort to learn and understand an issue, I can effectively explain the solution to my family, teach them how to recognize the problem should it arise again, and enable them to either avoid it or, in a worst-case scenario, correct it themselves without my help in the future.

Conclusion

These three components—curiosity, imagination, and thinking outside the box—are the driving force behind answering the question “What if?” Curiosity motivates you to investigate, imagination reveals what’s possible, and divergent thinking equips you with the methods to bring those possibilities to fruition.

Curiosity compels you to challenge the status quo, prompting the question: “What if we tried something different?” Imagination then allows you to envision: “That ‘something different’ could look like this.” Finally, divergent thinking offers the various approaches: “Here are fifty different ways to achieve that ‘something different.’”

For high school STEM students, developing curiosity, fostering imagination, and practicing divergent thinking are crucial skills. These are the foundations that will enable you to become the next generation of innovators and problem-solvers.

November 12, 2025
Weekly Quotation: November, 7, 2025: Life is More Than This Moment

For your consideration:

Don’t let life discourage you; everyone who got where he is had to begin where he was.

– Richard L. Evans

In 1988, I made a difficult decision to leave a job I loved as a Technical Support Engineer for Hewlett-Packard Co.’s Advanced Chemical Systems R&D group in Avondale, PA. My wife and her family wanted us to return to Louisville, KY, and I complied, despite having no job lined up and feeling utterly defeated. My work at H.P. was not only my passion but also a significant part of my self-worth.

Eventually, I found employment in Louisville as a GC/MS chemist in LabCorp’s toxicology department. Over time, I rediscovered my passion in a completely different area of chemistry. My perspective on life shifted from second-guessing my decision to leave H.P. to a renewed sense of belonging and purpose, albeit in a new environment.

My journey through multiple career changes, though often painful, has been a significant part of my growth. Now, at 67, I see these experiences as instrumental in shaping me into the person I am meant to be, right here, right now.

We all share in the experience of personal growth. Life is a journey that extends beyond any single moment. We will inevitably face decisions or setbacks that affect us emotionally, socially, or professionally. Through these obstacles and mistakes, we learn to persevere. Every experience, good or bad, contributes to our future selves. We can choose to regret the past, or we can recognize that those decisions have shaped who we are today.

November 7, 2025
Self-assessment Exercise Four: Practicing the Art of Self-reflection and Evaluating Your Openness for Change

For your consideration:

“You know, to be able to do something great in your life, you’re gonna have to realize your failures. You’re gonna have to embrace them and figure out how to overcome it.”

– Dave Chappelle

Introduction

Honest self-reflection is a precursor to self-awareness and the starting point for our discussion of personal growth. To start to know yourself, you need to consider who you are and what’s important to you at this point in your life. This is the final of four exercises designed to encourage you to take the time to think about and identify your goals and motivations. This exercise is designed to help you understand the forces driving your pursuit of a key personal or professional goal. It may help you know yourself better, figure out your goals, and make more informed decisions about your future. It may also help you to develop a stronger sense of purpose and direction in life.

Key Points to Remember

Be honest with yourself; there are no right or wrong answers, and no judgment is attached to your responses.

Take your time with these exercises, thinking about what is important to you and why.

As you work through each prompt, take a moment to record your thoughts. These reflections serve as a valuable resource when developing self-awareness.

Self-reflection and Your Openness for Change

Prompts

Prompt #1:

Think back over the past year. List one thing that you wish you could do over. Did you react harshly to a person’s comments or criticize someone unfairly? Were you given an opportunity to display your talents and skills or asked to do something meaningful and, for whatever reason, failed to meet expectations? Is there a decision you made whose consequences did you more harm than good? If so, what did you learn from the situation? What could you have done differently? If this is a repeating occurrence or behavior, are you willing to and how do you intend to change your behavior in the future?

Prompt #2:

Is there someone in your past who has left a lasting impression due to their constant support and guidance? This person consistently stood by you during times of need, providing advice, emotional and financial assistance, all without expecting anything in return. Someone who may not have said what you wanted to hear at the time, but precisely what you needed to hear. How did you respond to their guidance: were you grateful for their wisdom, or did you harbor resentment? Do you consider this person to be a role model for you? If so, how have these interactions changed your perspective on life and working with others?

Prompt #3

List three things you value most regarding your personal growth, for example: Faith, Family, Financial Freedom, Recognition, Success. Now, look back at the past 2 weeks, what was your time investment on your personal growth process? How many hours did you dedicate to activities directly serving these three values? Which activity or relationship gave you the greatest sense of satisfaction or positive reinforcement (exothermic growth)? Was there a drain on your energy levels (endothermic growth)? What activity or relationship consumed the most of your emotional or mental energy, often leaving you depleted?

Self-assessment Conclusion

You’ve completed the vital work of moving from self-reflection to action by honestly considering answering these questions. You’ve identified and acknowledged any recurring failures and regrets (Prompt #1), influential mentors and guidance in your life (Prompt #2), and, most importantly, evaluated your personal energy investment (Prompt #3).

As discussed in a previous blog post, the Law of Conservation of Energy applies to personal growth: you cannot generate more personal energy; you can only reallocate it to different endeavors.

Your life is subject to this law. Every time you dedicate mental or emotional energy to low-value activities or relationships that drain you, you’re experiencing endothermic growth; that energy is simply lost.

Conversely, when you commit to activities aligned with your most important values—such as your faith, mastering concepts or talents, your family, or financial desires – you’re exhibiting exothermic personal growth. You’re releasing your stored personal energy, producing serious personal growth. While these endeavors may be challenging in the moment, this process (perseverance and resilience) builds the person you truly desire to be.

With the four parts of your self-assessment now complete and your answers identified, the crucial next step is to actively pursue the traits, habits, and desires that will help you become your best self. We all need, no, we all must, stop passively waiting for change. So utilize this blueprint of your values and begin, right now, to invest your personal energy in becoming the person you desire to be.

October 26, 2025
Weekly Quotation: October 7, 2025: The Power of Humility and Wisdom

For your consideration:

The moment we believe that success is determined by an ingrained level of ability as opposed to resilience and hard work, we will be brittle in the face of adversity.

– Joshua Waitzkin

I believe we are all endowed by God with unique gifts and abilities. Our professional and personal success is determined by how we embrace the responsibilities that accompany these blessings. From my experience, the belief that one is the “smartest person in the room,” based on a misguided self-assessment or external validation, such as our parents for example, and therefore we don’t need to make an investment of time and effort in our own success, is pure arrogance and a path to failure.

Throughout my life, I’ve made the mistake of thinking I didn’t need to put in the effort, acknowledge my shortcomings, or address my weaknesses by seeking counsel from more knowledgeable and experienced individuals. Shamefully, I follow the same pattern too often. When I’m offered a new opportunity that challenges my present mindset, I throw myself wholeheartedly into gaining the knowledge needed to be successful. Yet, once I feel like I am recognized as an “expert” by my supervisors, coworkers, or, worse yet, my own perception of my abilities, I become arrogant, stop seeking the input of others, and start to think that my way is the only way. For every step forward along my path to personal success, I take two steps back.

Now in my sixties, I have lived enough life to understand that wisdom is a crucial component in facing adversity, in persevering through hard times, and in being resilient. Wisdom that comes through knowledge and experience. A wisdom I’ve found by rediscovering scripture, particularly the books of Psalms and Proverbs. Despite how the world and technology have evolved, the struggles we encounter as humans on our journey to becoming better people remain the same. We simply need to be humble enough to seek guidance beyond ourselves.

October 8, 2025
Weekly Quotation: October 1, 2025: Chemistry: My Journey From Struggle to Passion

For your consideration:

Chemistry is not torture but instead the amazing and beautiful science of stuff, and if you give it a chance, it will not only blow your mind but also give you a deeper understanding of your world.

– Hank Green

My initial perception of chemistry differed significantly from Hank Green’s. My unfortunate experience with Dr. Bill Sagar’s Organic I course and his synthesis lab at Centre College in the late 1970s was responsible for this perspective. I would have preferred a novocaine-free wisdom tooth extraction to repeating that freshman year course. The sheer volume of material on his exams, coupled with my inability to memorize and regurgitate facts, proved overwhelming. Furthermore, I found the compound syntheses in the lab impossible. While I excel at instrumental lab activities and compound extractions, Dr. Sagar’s lab experience was so disheartening that it nearly destroyed my desire for any further lab courses at Centre. Ultimately, that single course, in which I received a “D,” sealed my fate as a pre-med major.

A year later, Dr. John Walkup, who was the Chair of the Chemistry Division, and would become my mentor, presented a holistic view of chemistry in his courses. He emphasized the habits, traits, and skills crucial to be successful as a chemist. His approach inspired in me an appreciation and passion for chemistry in all areas, from Organic II (yes, I enrolled in and survived a second year of Organic, this time I got a “B”) to Physical Chemistry (a stunning blend of math and chemistry) and Instrumental Chemistry (which became my true love). We explored not just the how but also why reactions occurred, but also their application, their importance in different field of chemistry. We were taught to “think’ like a chemist, the importance of observation – recognizing strengths and weaknesses of a chemical process, then identifying the possible sources of error in our analyses.

After 35-plus years in various fields of chemistry, I strongly recommend to student pursuing a chemistry major or a broader STEM career that I tutor, to maintain an open mind throughout their science coursework. It will not always be an easy path to follow. You will encounter challenges, and there will be days when switching to business management or accounting might seem appealing. However, persevere. Have faith in yourself. Seek out mentors, engage with your professors, learn their office hours, and visit frequently. While it may now always seem like it, I can assure you that chemistry is a beautiful field of study. It is both an art and a science, inviting you to experience the wonder and awe of the world around you.

October 1, 2025
Weekly Quotation: September 24, 2025: Embracing Resilience: Overcoming Life’s Challenges

For your consideration:

I think that life is difficult. People have challenges. Family members get sick, people get older, you don’t always get the job or the promotion that you want. You have conflicts in your life. And really, life is about your resilience and your ability to go through your life and all of the ups and downs with a positive attitude.

– Jennifer Hyman

After undergoing five spinal surgeries in the past twelve years, I’ve come to accept chronic pain as my new normal. I understand this is the hand I’ve been dealt and must manage it daily. My faith in God and my perspective on life are the only things I truly control. I lean into stoicism, focusing on what I can control: my emotions, my reactions to situations, and my demeanor. I accept what is beyond my control—the actions and behaviors of others, external events, and fate.

I strive to prevent my countenance from revealing my pain and discomfort, choosing not to complain about my situation. Instead, I try to be a concerned, interested, and active listener, showing compassion for others’ challenges. This path is not easy, but through prayer—asking for strength, wisdom, and compassion, and giving thanks for all of God’s blessings—I feel I am making progress toward becoming the best version of myself.

September 24, 2025
Weekly Quotation: August, 6, 2025: Rethinking Education to Prioritize Personal Growth

“We are a culture that worships the winning result: the league championship, the high test score. Coaches are paid to win, teachers are valued for getting students into the best colleges. Less glamorous gains made a long the way – learning, wisdom, growth, confidence, dealing with failure – aren’t given the same respect because they can’t be given a grade.”

– William Zinnser (On Writing Well, 30th edition) (pg. 253)

I wonder if the same can be said about the process of personal growth. I am absolutely certain that there are teachers whose passion lies in seeing they’re students grow as people of substance, encouraging their passion for learning, challenging students with inquiry-based lessons. I know this because I have worked alongside many of them. However, the pressure to meet state and federal established testing benchmarks by which schools are judged and state curriculum standards leaves little time for creativity and discussion in the classroom. So many feel like they are fighting a losing battle. And it not only these restrictions that affect the development of our students’ personal growth in the classroom.

I have also experienced a paradigm shift in the STEM students I work with. While there are still some who are open to new ideas and are willing to explore and develop the foundations of personal growth: curiosity, a passion for solving problems, and a passion for learning. There is a growing majority of students whose primary interest is in just getting the grade, whose focus is on getting the highest ACT score possible, not through learning the baseline knowledge to support the score, but only in the quick techniques to “cheat” the test with the least amount of effort. And, with minimum ACT test score standards being implemented in school systems as graduation requirements, schools now offer courses teaching these methods. ” Memorize and forget” is now the status quo for many of our students.

We are doing a disservice to our students. For when they get to college, and especially when they graduate and join the workforce without a solid foundation in knowing how to deal with failure, learn from their mistakes, develop a strong support network, to be resilient and to persevere – essential skills and traits that cannot be given a grade – I guarantee you they will struggle.

August 6, 2025