Q&A: Meet Professor Sam Tartakoff
Q&A: Meet Professor Sam Tartakoff
Meet Your Chemistry Mentor
For many students, chemistry can seem daunting—but Associate Professor of Chemistry Sam Tartakoff is on a mission to change that. Whether through hands-on activities in General Chemistry or innovative grading systems in Organic Chemistry, he creates an environment where students don’t just memorize facts but discover the rules of chemistry for themselves.
What surprises students most about your intro class?
Many students come into General Chemistry with a set idea about whether they’re “good” at chemistry or not. I love challenging that mindset! We meet students where they are, incorporate real-life examples, and use interactive learning. Often, I hear students say, “Hey, this is way better than I thought it was going to be!” That’s the best part—helping them see chemistry as something they can absolutely succeed in.
You’ve changed the way Organic Chemistry is graded—why?
Traditional high-stakes exams can be stressful and don’t always reflect how science actually works. I use a system called specifications grading, where students take smaller quizzes throughout the semester. If they don’t master a topic the first time, they can retake the quiz until they do. This allows students to learn at their own pace and encourages them to truly understand the material rather than just cramming for a test.
What’s the most unexpected way a student has influenced your research?
One of my first research publications at SLU came from a student who saw a poster in the hallway and asked, “Could we study this chemotherapy molecule without the attached sugar portion?” I hadn’t considered it before but we explored the idea and that one question led to a dozen more student research projects. I’ve learned so much about biochemistry and chemotherapeutics because students keep asking great questions!
What’s the most unusual course you teach?
I teach a course in the First-Year Program called Science and Speculation, which looks at the real science behind science fiction stories and films. I also teach a course called Synthesis of Pharmaceutical Substances, where we explore how medicines are developed—from identifying disease targets to navigating FDA approval. We also examine the societal impact of pharmaceuticals, including issues like drug pricing and historical inequities in drug development. Every year, the focus shifts based on what’s happening in the field and what topics interest my students most.
What’s been your proudest moment as a professor?
When one of my first research students went on to earn a Ph.D., I got to watch her thesis defense over Zoom. In that moment, I realized she knew more about her research topic than I ever will—which was both humbling and incredibly rewarding. But honestly, I feel a similar sense of pride every time a student teaches me something new.
What’s one piece of advice you share with your students?
I failed a History of Education course in my first year of college and now I teach for a living! I tell my students this on the first day of class because I want them to know that struggling with a class—or even with college in general—doesn’t define their future. The important thing is finding the right support and pushing forward.
