About
Prof. Monica Ilies has over 25 years of teaching, curriculum/methodology development, and research experience at different universities, both in Europe and in the United States, with a focus on bioorganic/bioinorganic chemistry and chemical biology. She published one textbook, 2 book chapters, 4 laboratory manuals, and 25 refereed papers.
In 2010, Dr. Ilies joined the Department of Chemistry at Drexel University, where she has been actively involved in the development/application of active learning/evidence-based teaching strategies and assessment/feedback techniques, such as, think-pair-share; "study-buddy"; muddiest point; inquiry-based teaching and learning; reciprocal questioning via comprehension ("explain why") and connector ("connect-the-dots") question stems; integrated and applicative content delivery; and partially flipped classroom. She currently teaches general, organic, and introductory medicinal chemistry courses. In 2016, she developed the first undergraduate medicinal chemistry class at Drexel University, now offered as an interdisciplinary elective.
Dr. Ilies presents her pedagogical work at the American Chemical Society national meetings in the Division of Chemical Education. Since 2019, she has been a member of the national ACS Examinations Institute committees that develop the standardized General Chemistry exams. Since 2013, she has been coordinating the general chemistry service courses (CHEM 101-102) during Fall and Winter Terms (650-1300 students and a team of 20-30 instructors). She is a member of the Advisory Board of the Drexel Teaching and Learning Center; a collaborator of the Drexel Center for the Advancement of STEM Teaching and Learning Excellence; and a mentor for both faculty (CANOPI program) and Teaching Assistants (Certificate in College Teaching and the Graduate Research Fellowship programs).
Dr. Ilies was recognized with numerous teaching and service awards. Her teaching philosophy revolves around a tripartite core: 1) we learn best when we do; 2) we understand the most when we teach and engage; 3) the most effective learning-teaching process is personalized.