Joseph Houck recieves 2026 Atherton Award for Excellence in Teaching
Joseph Houck, teaching professor of chemistry in the Eberly College of Science, is one of six Penn State faculty members to receive the 2026 George W. Atherton Award for Excellence in Teaching. The award, named after Penn State’s seventh president, honors excellence in teaching at the undergraduate level.
Houck engages his students by showcasing the relevance of chemistry to a range of disciplines including biology, medicine, history and even current events. He finds that linking concepts to real-world applications demystifies the science.
One example he cites is cholesterol, a molecule whose three-dimensional structure highlights the importance of stereochemistry and selectivity in biology. While many stereochemical arrangements are theoretically possible, living systems produce one specific form that carries out a biological role. The organic reactions involved in its biosynthesis and chemical synthesis also illustrate the chemistry used to make many pharmaceuticals and show students how the reactions they study in the classroom apply in the real world.
“These interdisciplinary connections help students see chemistry not as a series of reactions, but as a discipline that explains the world around them,” Houck said. “In addition, I often use models and demonstrations to illustrate principles, especially in general chemistry.”
As kids, students are first drawn to chemistry by the excitement of demonstrations. Think adding a catalyst to a mixture of soap and peroxide, he says. The response — as the graduated cylinder overflows with a steamy colorful array of bubbles — is wonder and excitement. Houck wants to continue that curiosity for chemistry.
“I aim to create the same wonder and excitement in my college classroom as I do when working with elementary students to spark curiosity and motivation,” Houck said. “Good teaching involves motivating and connecting with students, encouraging teamwork and providing opportunities to apply knowledge by practicing effective learning strategies. Together, these elements create an environment for learning, a place where students actively participate.”
Houck’s courses begin with building foundational understanding and then working through concepts collaboratively with peers. Houck says students gain a deeper understanding when they’re able to explain what they’re learning. Then, students don’t just understand the material; they get the “why” of it. He also builds in opportunities for peer discussion beyond class, including structured discussions in fully remote courses.
“For students to master the objectives, they need opportunities to solve problems that go beyond memorization,” Houck said. “Helping students to develop their problem-solving skills and metacognition requires deliberate practice and feedback. Both are provided through in-class discussions, peer-facilitated weekly workshops, online homework, and a library of problem sets; along with feedback comes reflection.”
Short, frequent assessments provide opportunities for him to offer feedback. His students aren’t simply “earning points.” Instead, they use feedback to revise their thinking and build a deeper understanding of the concepts.
Houck does the same for himself. He’s frequently polling students to see areas where they’re struggling and finding ways he can improve.
“The most rewarding aspect of teaching is connecting with students to foster a positive classroom climate,” Houck said. “I strive to build a community of learners who share a curiosity and passion for learning and to help them develop problem-solving skills and scientific intuition that will elevate them in their careers as scientists or as scientifically literate citizens.”
Students said Houck creates an environment that rewards trial and error and allows them to improve through hard work and effort. They praised his “specs grading” method, where students chose their desired final grade based on how much effort they want to put into the course. They’re also able to retry assignments.
“This is the best version of learning from your mistakes. You don’t see this in a traditional classroom where you might do badly on an assignment and it still lingers, negatively affecting performance and attitude toward the course,” a former student said. “You have the opportunity to keep trying, actively applying previous knowledge, and as a result, you can improve.”