Speaking the same language: Teaching with a research background

When fifth-year PhD candidate Emma Hoelzen, MS ’22, breaks down pharmacology, she could be speaking another language and her audience would still be on the edge of their seats.  

Hoelzen radiates energy as she offers up knowledge, a fitting trait as she sets her sights on a future in teaching. 

“I entered my PhD program planning to pursue a career in the pharmaceutical industry,” Hoelzen said. “However, as I moved through the graduate program, I found an incredible joy in teaching.” 

Hoelzen has already had a chance to sharpen her teaching skills as a graduate teaching assistant (GTA), a requirement for PhD candidates at The Ohio State University College of Pharmacy. 

"For students interested in academia, teaching or any career that values strong communication and leadership, a GTA position is an incredibly valuable experience,” said Jessica Costic, graduate program manager. “It provides hands-on opportunities to develop teaching skills, mentor students and build confidence in public speaking.” 

Despite this GTA requirement being limited to a PhD candidate’s first two years, Hoelzen had a hard time leaving it behind. During her third, fourth and fifth years of candidacy, she has devoted what little professional time she has outside of the lab to teaching.  

“As a part of the research world, you have to present and engage with your audience,” Hoelzen said. “As I started to become adept as a presenter and work with groups of other researchers, I could see the audience get excited and connected with my work. Seeing the relationships and collaborations created through sharing knowledge is always amazing.” 

Much of Hoelzen’s days are occupied by benchwork in the Coss-Phelps Lab in the Riffe Building. When she uncovered her passion for instruction, she collaborated with her mentor and Co-Principal Investigator (PI) Christopher Coss, PhD ’08, associate professor, to balance her research commitments with her new area of interest. 

"Emma has natural gifts in explaining complex concepts in ways that people can understand,” Dr. Coss said. “I think her earnestness in completely understanding what she is researching or preparing to teach feeds into this talent. She clearly takes effective communication of a subject personally and will take ownership for when an audience does not follow along.” 

With the help of Dr. Coss, Hoelzen connected with Nicole Kwiek, PhD, senior associate dean for academic affairs and educational innovation, and Leslie Newman, PhD, director of undergraduate studies. Drs. Kwiek and Newman both jumped at the chance to turn existing teaching experiences into a developmental opportunity for Hoelzen.  

“It is quite rare for PhD candidates to pursue a teaching pathway,” Dr. Coss said. “Emma is the first of my trainees to take an interest in teaching. I can’t wait to review a syllabus she puts together some time in the future.” 

During the 2024-2025 school year, Hoelzen stepped out of the role of GTA and assumed the role of instructor of Pharmacy 2400: Addicting Drugs, with supervision and support from Dr. Newman. 

“Emma did a phenomenal job during her first guest lecture to the class of 257 students,” Dr. Newman said. “She has really grown as an instructor as she’s taken on the added responsibility of instructing her own course. Emma has learned and excelled at engaging and connecting with the students.” 

As a first-time instructor, Hoelzen has the support of Dr. Newman but manages the day-to-day class operations on her own. 

“Dr. Newman allowed me to take the lead on Pharmacy 2400, redesigning some of the materials and fully taking over the instruction,” Hoelzen said. “It’s been amazing to utilize Dr. Newman’s past expertise and materials while making the course my own with my knowledge of pharmacology foundations.” 

With a class of 25 students, Hoelzen has the chance to interact individually with each of the course’s registrants. 

“With a class of this size, you know their faces and you can see whether or not the info is clicking in real time,” Hoelzen said. “If it isn’t, you then have the facilities to work through it one-on-one.” 

As she wraps up her final year of PhD candidacy, Hoelzen divides her time between thesis preparation and dreaming of her instructional future. 

“I came into the Coss-Phelps Lab anticipating an industry career and, in the process, I fell in love with teaching,” Hoelzen said. “There is a wealth of opportunities in pharmacy, and I think every PhD student should explore different avenues.”