The Department of Chemistry at Washington University has a tradition of excellence, combining deep commitments to fundamental research and classroom teaching. Introductory chemistry courses typically enroll several hundred students every semester. So, to fulfill the teaching mission, the department hires many undergraduate students as peer leaders, mentors, and teaching assistants to support student learning.
Name: Becca Shaff
Year: Class of 2025
Majors: Biology and Psychological & Brain Sciences with a concentration in neuroscience
On-campus job title: Chemistry Peer Mentor
On-campus job department: Department of Chemistry
Becca Shaff is one such student who after experiencing the benefits of mentorship went on to work for the department. “I applied to be a Chemistry Peer Mentor after my first semester of general chemistry at WashU because I was so grateful for the resources provided through the course and wanted to continue providing these vital opportunities to incoming students. The transition to college can be overwhelming, and the fast-paced and complex content in the general chemistry courses requires more effective time management and study skills than high school courses. The advice and study strategies passed down from my own mentors helped me develop better study habits, something that I wanted to continue as a mentor.”
Becca works as a Chemistry Peer Mentor for the General Chemistry Transition Program because of her excellent course performance and clear demonstration of passion in helping others. The transition program is designed to provide additional help for first-year students needing more support. Each mentor is matched with 4-6 such students, whom they meet with for 2 hours per week for the whole semester. She also leads weekly discussion sections with larger groups of students.
The photo to the right shows the fall 2025 Chemistry Peer Mentors from left to right: Nia Harrigan, Alexandra Jaeger, Becca Shaff, Alex Rice, and PJ Kresloff, with Dr. Jia Luo.
While Becca was initially selected for the role because of her high performance in the general chemistry course, she excels in the role because of her student-centered approach to teaching. As Senior Lecturer and Becca’s supervisor, Dr. Jia Luo, explains, “Over the last couple of years, Becca has worked with more than 20 students. She observes their individual learning style and adapts. She employs multiple teaching methods to make sure every student can find at least one entry point to access the content. One impressive example occurred when a mentee struggled to select the correct equation to solve a problem. Instead of re-explaining the concepts and equations, Becca took a flipped approach and let the student “teach” her the meaning of the variables in each equation. The student began explaining nuanced applications and clearly understood more than they gave themselves credit for. At the end of the session, the student was able to summarize the main points themselves.”
But for Becca , her role doesn’t stop with teaching chemistry concepts. “She takes the initiative to get to know her mentees as unique individuals, starting from learning the pronunciation of their names, to asking about their life in general during each session,” says Dr. Luo. “She also generously shares her study tips with her mentees. She sees herself as a role model and a help resource to first-year students.”
Becca has already felt the impact of her on-campus job and the career skills she has developed through her role. “One of the most important skills that I have developed from my employment is the ability to conceptualize abstract concepts in relatable ways. I frequently have to amend my plans and improvise during help sessions to meet students’ needs. This skill applies not only in educational settings but also as a crucial aspect of effective communication that I have employed during interviews and other conversational settings. I had a successful dental school application and am attending the University of Michigan School of Dentistry starting summer 2026 – I credit a significant portion of my success during the interview process to the communication skills and confidence that I gained as a Chemistry Peer Mentor. I ultimately plan on becoming a pediatric dentist, where I want to work with anxious and special needs patients. In this role, I will be constantly communicating with patients, guardians, and other healthcare workers, all of whom have different depths of understanding in dentistry. By tailoring conversations to an individual’s needs and prior experiences when helping chemistry students, I have built a foundation to be an effective communicator in my future career.
Becca graduated in December 2025, but because of her tremendous contribution to the General Chemistry Transition Program, she was hired as a faculty assistant during her gap year before she begins dental school. As a faculty assistant she leads weekly discussion sections with larger groups of students, in addition to her peer mentor’s responsibilities.
Inspired by Becca’s story? The Department of Chemistry, employs about 100 students every year in various roles. Mentor positions across several different academic disciplines are available to apply for through The Learning Center and posted here.
Written by Sarah Sims, March 24, 2026.
