Laboratory Experience
- Synthesis and purification of organic compounds
- Airfree techniques
- Glassblowing/lampworking
- Laboratory equipment maintenance
brose *at* live.com
+001 (309) 657-7715
Bradley D. Rose
PhD
Physical Organic Chemist
Skills
Instrumentation
I have experience working with the following instrumentation:
- EPR spectrometer
- NMR spectrometer
- UV/Vis spectrophotometer
- Fluorescence spectrofluorometers
- IR spectrophotometer
- GC, HPLC, and similar chromatography
Computational Chemistry
I have basic Python, Linux, and FORTRAN programming skills and use computational chemistry programs listed below, as well as similar programs.
- ORCA
- GAMESS
- Gaussian
- Q-Chem
Employment
Brief Employment History
2016 - Illinois Central College
Faculty
Teaching chemistry courses
2014 - 2016King Abdullah University of Science and Technology
Postdoctoral research
Advisor: Jean-Luc Brédas
2009 - 2014University of Oregon
Chemistry doctoral program
Advisor: Michael M. Haley
2007 - 2009Illinois State University
Research assistant
Advisor: Cheryl D. Stevenson
2005 - 2007Illinois Central College
I was a laboratory technician and prepared general chemistry labs and maintained the storeroom and labs.
Education
2014 - 2016King Abdullah University of Science and Technology
Thuwal, Saudi Arabia
Advisor: Jean-Luc Brédas
Postdoctoral research
2009 - 2014University of Oregon
Eugene, OR
Advisor: Michael M. Haley
Doctor of Philosophy in Chemistry
2007 - 2009Illinois State University
Normal, IL
Advisor: Cheryl D. Stevenson
Bachelors of Science in Chemistry with a minor in Mathematics
2004 - 2007Illinois Central College
East Peoria, IL
Associate of Arts and Science in Chemistry (2009)
Teaching
Lectures
CHEM 113 Chemistry and Global Issues
Chemistry for non-science majors
2017 (Spring,Fall)
2018 (Spring,Summer,Fall)
2019 (Spring,Summer,Fall)
2020 (Spring,Summer,Fall)
2021 (Spring,Summer,Fall)
2022 (Spring)
CHEM 120 Principles of Chemistry 1
Chemistry with less mathematical emphasis than CHEM 130
2017 (Fall)
2018 (Spring,Fall)
2019 (Fall)
2021 (Fall)
CHEM 130 General Chemistry
First semester college chemistry
2018 (Fall)
2019 (Spring,Fall)
2020 (Spring,Fall)
2021 (Fall)
CHEM 132 General Chemistry
Second semester college chemistry
2016 (Summer,Fall)
2017(Spring,Summer,Fall)
2018 (Spring)
2019 (Spring)
2020 (Spring)
2021 (Spring)
2022 (Spring)
Laboratories
CHEM 115 Foundations of Chemistry
2019 (Fall)
CHEM 120 Principles of Chemistry 1
2017 (Fall)
2018 (Spring,Fall)
2019 (Fall)
CHEM 130 General Chemistry
2016(Fall)
2017 (Fall)
2019 (Fall)
2020 (Fall)
2021 (Fall)
CHEM 132 General Chemistry
2016 (Summer,Fall)
2017 (Spring,Summer,Fall)
2018 (Spring,Fall)
2019 (Spring)
2020 (Spring)
2022 (Spring)
Teaching Statement
An aspect of education that guides my teaching is the creation of an enlightened public able to effectively address societal issues. I want to help people develop an appreciation of chemistry, its broad relevance, and develop their evidence based critical thinking skills. Learning is not something that can be easily forced and has to have buy in from the students.
To facilitate student learning, I incorporate different techniques based on what research demonstrates is effective. For example, students are encouraged to look at material for the first time before coming to class in order to be prepared to meaningfully engage with the content by utilizing worksheets for a completion grade. This has been well received, and former students have commented to me that they appreciated this since they tried a new technique for how to effectively study and then utilized it in other courses. The results have been very encouraging and I am working on transitioning my class structure away from a more traditional lecture format. Going forward, I would like to set up my courses so that 30% or more of the class is small group work.
I enjoy sharing tips and techniques for becoming an effective student with my classes. For example, providing guidance and tips for what it means to “study more". There is often an implicit expectation of the skills to be an efficient and effective student, but they can be lacking. That is why I take time to emphasize these skills and offer examples in my classes and in individual discussions with students.
I have been able to create an inclusive and engaging environment in classroom discussions in topics that some are very passionate about. For example, in one chemistry course there are discussions that touch topics like climate change, the economics of who can afford things, and how that relates to chemistry and technologies. I make sure everyone has had the opportunity to express their viewpoints using techniques like think-pair-share. The discussion is encouraged to be collegial, and to demonstrate I will question ideas in a friendly way, even if the given response was correct, encouraging each student to go a step further in their thinking.
In each class I like to clearly lay out my expectations for students, treating the syllabus as a contract between us. I expect that they come prepared to class, and clarify what prepared means at the end of each class for the following meeting. I also curve the grade in my courses, because as much as I try, perhaps there was an exam question that was poorly worded and many students missed it. Utilizing all of these techniques I enjoy helping others become sucessful students, not just in chemistry, but try to encourage them to build out skillsets that will be beneficial for other classes and challenges.
Teaching Feedback
"Professor Rose covered a lot of interesting material in interesting ways, including cool chemistry experiments."
"Professor Rose was very down to earth and generally enthusiastic about the subject, as well as being very knowledgeable."
"Was very good at explaining the topic. Was always able to give real life examples that relate to the topic, and even provided neat materials just for fun."
"There is not much bad to say, other than some expectations were too high."
"Reflecting on the notes and reading the pre-labs ahead of time was always encouraged."
"The homework is always related to chemistry, but almost always unrelated to the tests over that chapter (thermo was an exception for certain). The essay was one of the things that showed the expectations were too high. Talking to other students from multiple sections of the same course, no other student had to write an essay. The idea of something we are interested in is nice, however it is mostly unrelated to the course material and it is a bit beyond an entry level college chemistry course."
"Dr. Rose always took the time to point out where lab supplies were before starting a lab. He would always do a quick demo of the lab to show exactly what should be done and what it would look like. Graded lab reports were always handed back in the next weeks lab. Grades were always put into blackboard in a timely manner. Dr. rose was always very helpful whenever I had questions for him and he always has a great attitude."
"Sometimes there was too much math."
"The explanations of some of the more difficult concepts at the beginning of class was really helpful."
"Dr. Rose clearly cares about the success of his students. He gives good advice regarding seeing him during office hours, using the academic resource center, setting goals, and strategically allotting study time to all your courses. He expressed a pragmatism towards grades and degree goals that was helpful (Eg - Do you care about this course? Is it critical for your career? Then should you spend a lot of time trying to get an A in it?). He also encouraged planning final exam studies by calculating grades. Dr. Rose's instructional style was somewhat stilted. He sometimes wrote down or referenced the wrong number or word which can add confusion and frustration in an introductory course. Using more practical examples would be helpful as well, like industrial applications. The time the class was most engaged with him was when he told the story about Franz Haber. Obviously the class can't be a history course, but it helps to brush off the tedium occasionally."
"I liked the note-taking set up and how real he was about how we need to learn study habits and prioritization. I could tell he would challenge us but had realistic expectations. I also liked the demonstrations in class."
"Great professor with clear communication of concepts and good enthusiasm for what he is teaching."
"I liked how Professor Rose showed us how to set up our experiments and how to perform the necessary calculations, and how he encouraged us to ask questions. He was always ready and willing to answer any question or help us with any aspect of any particular lab that we may have struggled with. He was a great Chem Lab instructor who seemed to have a passion for chemistry and for helping us to develop a like passion for it as well."
"The course was very entertaining, challenging, and educational. I loved the demonstrations, and the real world examples and applications of chemistry that the Professor showed us; this really made the chemistry that we learn interesting, as we could apply it to things we see everyday."
"I like the fact that this teacher is enthused about the subject he is teaching. It makes it easier for the students to get into the subject matter if the teacher makes it interesting. I like how he tries to relate the content back to daily life as much as possible. The homework is long and tough, but I think it is good because it makes the tests easier."
"Very quick grader. This helps so you know how you need to do."
"The professor often put up links to videos and articles about topics we were learning on blackboard, along with a research paper that required our research into a topic."
Service & Outreach
Service
- Greening the Curriculum Committee, 2017 -
- Global Learning Committee, 2018 - 2019
- Pilot OER for CHEM 130 & CHEM 132
- Faculty panelist on American Chemical Society Postoc to Faculty Workshop, Fall 2018
Outreach
- Clover Clinic, 2017 -
Organize chemistry portion of annual Clover Clinic - Proctor WYSE competition, 2017 - 2018
- Organize boy scouts visit to ICC chemistry, 2019
- Science Rocks, Peoria Riverfront Musem, demonstrations, Sept. 7 2019
Honors/Achievements
2009 - 2014Graduate
- Henry V. Howe Scholarship, 2013-2014
- American Chemical Society Division of Organic Chemistry
- National Science Foundation Graduate STEM Fellow in K-12 Education, 2011 - 2012, 2013 - 2014
- Science Literacy Program Fellow, Spring 2011
- Graduate Teaching Fellow, 2009 - 2010
2004 - 2009Undergraduate
- Argonnne Undergraduate Research Symposium Presentation Presenter, 2008
- Illinois State University Undergraduate Research Symposia Presenter, 2008
- Study abroad at University of Limerick, Fall 2007
- ICC Student Government President 2006
- ICC Curriculum Committee Student Representative, 2006 - 2007
- ICC Campus Activities Board Co-founder, 2006
Research
Brief Overview of Research Projects
Post-Doctoral
I used computaional chemistry to provide a theoretical understanding of the properties of molecular/oligomeric/polymeric organic systems in close collaboration with experimentalists.
Graduate
My research focused on new conjugated pi systems based on the indeno[1,2-b]fluorene scaffold. The goal was to develop new organic materials that could be used in organic electronics such as organic field effect transistors (OFET) and organic photovoltaics (OPV). These technologies could allow for the rapid, large scale printing of flexible electronic devices. In addition to synthesizing a number of derivatives, I explored these types of compounds theoretically and completed some basic materials characterization.
Undergraduate
The focus of the my undergraduate research was discovering new reactivities and novel organic compounds via organic anion radicals.
Publications
List of Publications
Explorations of the Indenofluorenes and Expanded Quinoidal Analogues, C. K. Frederickson, B. D. Rose, M. M. Haley, Accounts of Chemical Research 2017, 50, 977-987. doi: 10.1021/acs.accounts.7b00004
Open-Circuit Voltage in Organic Solar Cells: The Impacts of Donor Semicrystallinity and Coexistence of Multiple Interfacial Charge-Transfer Bands, G. O. Ngongang Ndjawa, K. R. Graham, S. Mollinger, D. M. Wu, D. Hanifi, R. Prasanna, B. D. Rose, S. Dey, L. Yu, J.-L. Brédas, M. D. McGehee, A. Salleo, A. Amassian, Advanced Energy Materials 2017, 7, 1601995. doi: 10.1002/aenm.201601995
High operational and environmental stability of high-mobility conjugated polymer field-effect transistors through the use of molecular additives, M. Nikolka, I. Nasrallah, B. D. Rose, M. K. Ravva, K. Broch, D. Harkin, J. Charmet, M. Hurhangee, A. Brown, S. Illig, P. Too, J. Jongman, I. McCulloch, J.-L. Brédas, H. Sirringhaus, Nature Materials 2017, 16, 356-362. doi: 10.1038/nmat4785
An Efficient Naphthalenediimide-Based Hole Semiconducting Polymer with Vinylene Linkers Between Donor and Acceptor Units, L. Zhang, B. D. Rose, Y. Liu, M. M. Nahid, E. Gann, J. Ly, W. Zhao, S. J. Rosa, T. P. Russell, A. Facchetti, C. R. McNeill, J.-L. Brédas, A. L. Briseno, Chemistry of Materials 2016, 28, 8580-8590. doi: 10.1021/acs.chemmater.6b03379
Passivation of Molecular n-Doping: Exploring the Limits of Air Stability, M. L. Tietze, B. D. Rose, M. Schwarze, A. Fischer, S. Runge, J. Blochwitz-Nimoth, B. Lüssem, K. Leo, J.-L. Brédas, Advanced Functional Materials 2016, 26, 3730-3737. doi: 10.1002/adfm.201505092
Molecular Engineering of Nonhalogenated Solution-Processable Bithiazole-Based Electron-Transport Polymeric Semiconductors, B. Fu, C.-Y. Wang, B. D. Rose, Y. Jiang, M. Chang, P.-H. Chu, Z. Yuan, C. Fuentes-Hernandez, B. Kippelen, J.-L. Brédas, D. M. Collard, E. Reichmanis, Chemistry of Materials 2015, 27, 2928-2937. doi: 10.1021/acs.chemmater.5b00173
Unusually short excited state lifetimes of indenofluorene and fluorenofluorene derivatives result from a conical intersection, B. D. Rose, L. E. Shoer, M. R. Wasielewski, M. M. Haley, Chemical Physics Letters 2014, 616-617, 137-141. doi: 10.1016/j.cplett.2014.10.031
Scalable synthesis of 5,11-diethynylated indeno[1,2-b]fluorene-6,12-diones and exploration of their solid state packing, B. D. Rose, P. J. Santa Maria, A. G. Fix, C. L. Vonnegut, L. N. Zakharov, S. R. Parkin, M. M. Haley, Beilstein Journal of Organic Chemistry 2014, 10, 2122-2130. doi: 10.3762/bjoc.10.219
Experimental and Computational Studies of the Neutral and Reduced States of Indeno[1,2-b]fluorene, B. D. Rose, N J. Sumner, A. S. Filatov, S. J. Peters, L. N. Zakharov, M. A. Petrukhina, M. M. Haley, Journal of the American Chemical Society 2014, 136, 9181-9189. doi: 10.1021/ja503870z
6,12-Bis[(tricyclohexylsilyl)ethynyl]indeno[1,2-b]fluorene, B. D. Rose, L. N. Zakharov, M. M. Haley, Acta Crystallographica Section E 2013, 69, o890. doi: 10.1107/S160053681301218X
Indeno[2,1-c]fluorene: A New Electron-Accepting Scaffold for Organic Electronics, A. G. Fix, P. E. Deal, C. L. Vonnegut, B. D. Rose, L. N. Zakharov, M. M. Haley, Organic Letters 2013, 15, 1362–1365. doi: 10.1021/ol400318z
Formation of the Donor-Acceptor Charge Transfer Exciton and its Contribution to Charge Photogeneration and Recombination in Small-Molecule Bulk Heterojunctions, M. J. Kendrick, A. Neunzert, M. M. Payne, B. Purushothaman, B. D. Rose, J. E. Anthony, M. M. Haley, O. Ostroverkhova, Journal of Physical Chemistry C, 2012, 116, 18108–18116. doi: 10.1021/jp305913s
6,12-Diarylindeno[1,2-b]fluorenes: Syntheses, Photophysics, and Ambipolar OFETs, D. T. Chase, A. G. Fix, S. J. Kang, B. D. Rose, C. D. Weber, Y. Zhong, L. N. Zakharov, M. C. Lonergan, C. Nuckolls, M. M. Haley, Journal of the American Chemical Society 2012, 134, 10349–10352. doi: 10.1021/ja303402p
Fluoreno[4,3-c]fluorene: A Closed-Shell, Fully Conjugated Hydrocarbon, B. D. Rose, C. L. Vonnegut, L. N. Zakharov, M. M. Haley, Organic Letters 2012, 14, 2426–2429. doi: 10.1021/ol300942z
Electron-Accepting 6,12-Diethynylindeno[1,2-b]fluorenes: Synthesis, Crystal Structures, and Photophysical Properties, D. T. Chase, A. G. Fix, B. D. Rose, C. D. Weber, S. Nobusue, C. E. Stockwell, L. N. Zakharov, M. C. Lonergan, M. M. Haley, Angewandte Chemie International Edition 2011, 50, 11103–11106. doi: 10.1002/anie.201104797
Synthesis, Crystal Structures, and Photophysical Properties of Electron-Accepting Diethynylindenofluorenediones, B. D. Rose, D. T. Chase, C. D. Weber, L. N. Zakharov, M. C. Lonergan, M. M. Haley, Organic Letters 2011, 13, 2106–2109. doi: 10.1021/ol200525g
Indeno[1,2-b]fluorenes: Fully Conjugated Antiaromatic Analogues of Acenes, D. T. Chase, B. D. Rose, S. P. McClintock, L. N. Zakharov, M. M. Haley, Angewandte Chemie International Edition 2011, 50, 1127–1130. doi: 10.1002/anie.201006312
Reduction of an Hexamethylphosphoramide Degradation Product: A Diazabutadiene, B. D. Rose, S. J. Peters, R. C. Reiter, C. D. Stevenson, Organic Letters 2009, 11, 4564-4567. doi: 10.1021/ol901798s
The Isomers of [12]Annulyne and their Reactive Relationships to Heptalene and Biphenyl, B. D. Rose, S. J. Peters, R. C. Reiter and C. D. Stevenson, Angewandte Chemie International Edition, 2008, 47, 8842–8846. doi: 10.1002/anie.200803863
Patents
List of Patents
Haley, M. M.; Chase, D. T.; Rose, B.; Fix, A. G. Alkynyl-Substituted Indenofluorenes Useful In Electronic And Electro-Optical Devices. WO/2011/159763, December 22, 2011.
Contact Me
Contact Me
Please let me know if you have any inquiries by e-mail
brose (at) live.com
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About Me
A Brief Introduction
I grew up in central Illinois and began my undergraduate education at Illinois Central College. I continued my undergraduate education at Illinois State University where I developed a passion for research. I received a bachelor’s degree in chemistry with a minor in mathematics in 2009. I continued learning and research at the University of Oregon and expanded it to include undergraduate and K-12 science education.
When I have free time I enjoy tea, playing board games, and biking.
Professional Interests
I am interested in teaching chemistry and science literacy. Training in chemistry can provide the skills to make connections between information and bigger ideas. This is especially interesting when it leads to counterintuitive results; for example, having a dog has about the same impact on global warming as driving a SUV.
Thanks for looking at my CV.