I am convinced that science and research are educational activities and professions. Our daily goal is to learn what we don’t know yet. Then, we communicate our new knowledge to the community and the society. 

The educational flow is the basis of my research lab: mentor – mentee interactions, relationships between colleagues, with other scientists outside the lab, with new members.

My lab aims to be an educational environment for every member. 

My goal as a mentor is to create and maintain the educational philosophy within the lab and to help each member to develop a scientific career, to grow up as solid scientists, and as good colleagues.

My training plan will include: training in the bench, regular one-on-one meetings to discuss the project (s), results, and troubleshooting, internal lab meetings, group meetings with other research teams, opportunities to attend to seminars and meetings, to practice your presentations, to learn and grow up in writing and presenting your results and proposals (manuscripts, posters, abstracts, fellowship applications, etc.), developing projects, career discussions.

I believe that when we go through this process we are better scientists at the end compared to what we were at the beginning.

My formal education and training as educator, teacher, and mentor (separately from science education)

  • Workshop about Diversity, UNC-Chapel Hill, School of Medicine, 12/2020
  • Mentoring and diversity  course, UNC-Chapel Hill, BBSP, 4/2016-6/2016
  • M. Ed. comparable. Chemistry Education, University of Buenos Aires, Argentina, 3/2001-5/2005

My experience as educator and teacher in formal settings

  • 2017 – present. Member of Graduate School Thesis Committees at UNC-Chapel Hill: 11 ongoing + 4 theses defended
  • 2016 – present. Teaching at UNC-Chapel Hill: Cell Biology, Cell Physiology, Pathology, PREP-workshops
  • 2007 – 2011. Teaching at the University of Buenos Aires, Argentina: Molecular and Cell Biology, Organic Chemistry, Chemical Biology, Food Chemistry, Inorganic, Analytical & Physical Chemistry, Bases of Analytical Chemistry, Biotechnology of Plants, Microbiology, Topics and Concepts of Biotechnology
  • 2004 – 2011. Teaching in high school: Chemistry, Physical-Chemistry, Religion
  • 2004 – 2011. Teaching in elementary schools: Science lab, Religion
  • 2002 – 2004. Teaching in kindergarten: Religion

Research publications in science education (in Spanish)

  1. Galagovsky L, Giudice J. (2015). Stoichiometry and the law of mass conservation: aspects to be analyzed from chemical languages. Ciência & Educação (Bauru), 21 (1): 85-99.
  2. Alí S, Di Giacomo M, Galagovsky L, Gemelli M, Giudice J, Lacolla L, Pepa L, Peralta CP. (2010). Chemistry books: communication or non-communication? Industria y Química, 362: 61-64.
  3. Giudice J, Alonso M. (2009). Analogies created by the students: instruments to teach the discontinuous nature of the matter. Enseñanza de las Ciencias, Extra VIII: 1736-1739.
  4. Giudice J, Galagovsky L. (2008). Teaching students to model the discontinuous nature of matter: an approach. Revista Electrónica de Enseñanza de las Ciencias, 7: 629-658.

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