In celebration of Open Education Week 2026, the Senate of College Councils and UT Libraries partnered to ask students to nominate instructors who have positively impacted their educational experience through their use of free or low-cost materials. We’re pleased to recognize a few of our nominees this week as Affordable Education Champions! More information about this program can be found on our LibGuides page, as well as in our overview post about our 2026 Champions.
Today, we congratulate and thank Dr. Eman Alasadi, who was nominated by several CH301 and CH302 students in the Department of Chemistry.
Dr. Eman Alasadi is an Assistant Professor of Instruction in the Department of Chemistry at The University of Texas at Austin. She earned her Ph.D. in Physical Chemistry from UT Austin in Summer 2025. Her doctoral research examined molecular interactions in biological and soft-matter systems using multidimensional infrared spectroscopy and molecular dynamics simulations. One focus of this work was the lanthanide-binding protein lanmodulin, where she investigated how the EF-hand motifs of this protein selectively coordinate rare-earth ions and what these interactions reveal about biologically inspired strategies for rare-earth element separation. She also studied ion-specific effects in minimally hydrated polymer systems, demonstrating how ion size and charge influence hydrogen-bond populations and water dynamics in polyethylene glycol–based materials.
In addition to her experimental research, Dr. Alasadi has published work on the role of generative artificial intelligence in chemistry education. Her scholarship examines how multimodal AI systems interpret chemical representations and considers the implications of these technologies for scientific learning and training.
Dr. Alasadi’s commitment to teaching and education began during her undergraduate years while serving as both a teaching assistant and supplemental instructor. Those experiences led her to pursue a career centered around teaching and science education.
During graduate school, she began creating educational videos to help students understand challenging STEM concepts. This effort grew into a large online library of lessons covering general chemistry, organic chemistry, physical chemistry, biochemistry, and MCAT preparation. Dr. Alasadi produces the lecture notes, problem sets, and written transcripts for these lessons and makes the materials freely available to all students. Her educational work has also led to collaborations with major education companies including Chegg, Blueprint, and McGraw Hill. Dr. Alasadi’s work in research and education has been recognized with the Hamilton/Schoch Endowed Graduate Fellowship, the Ethel Gene Kahmer Endowed Presidential Fellowship, and the Outstanding Graduate Student Academic Employee Award. Her work has also been featured in Texas Scientist Magazine (2025).
When asked about her motivation to select free or low-cost resources for her required class materials, Dr. Alasadi responded:
As a first-generation college student and the eldest daughter in my family, I had to navigate the education system largely on my own. I spent a great deal of time figuring out not only how to succeed in courses, but how to actually learn in a way that allowed scientific ideas to stay with me long after the exam. I also remember how difficult it could be to access the right resources, especially when cost was a barrier.
Many times, it was only after spending hours working through multiple books, videos, and explanations that a concept would finally become clear. In those moments, I often found myself wondering why the idea had not been presented in that way in the first place. Over time, I realized that there can sometimes be a disconnect between how experts communicate scientific ideas and how students first encounter them. Bridging that gap requires instructors to reflect carefully on how students experience learning and to deliberately place themselves in their students’ position.
Those experiences shaped how I think about education today. To me, learning is not simply the accumulation of information; it is the gradual construction of understanding. That process requires time, repetition, and access to materials that allow students to revisit ideas from different angles. When knowledge is freely available, students can return to concepts as many times as they need, engage more deeply with the material, and approach learning with curiosity rather than anxiety about access.
For that reason, I believe that providing free or affordable course materials is not only a practical decision, but one rooted in a broader commitment to students. Education should invite students into a process of discovery rather than restrict participation through financial barriers. My goal as an instructor is to help students develop genuine understanding and confidence in science and ensuring that learning resources remain accessible is one of the most meaningful ways I can support that process.
When asked if she noticed a change in student response when shifting from more expensive course materials to free and low-cost materials, Dr. Alasadi responded:
This is my first year teaching at UT Austin, and from the beginning I made the decision not to require expensive course materials. Instead, I design and create the resources used in my courses so that every student has access to the tools they need to succeed.
To support different ways of learning, I provide detailed lecture notes that students can annotate during class, allowing them to focus on understanding the material rather than simply copying information. I also record lecture videos so students can revisit complex ideas at their own pace, and I provide written transcripts, so the same content is accessible to students who prefer reading.
Beyond lectures, I develop my own problem sets, quizzes, and digital flashcards, and I compile frequently asked questions from class and office hours into reference documents for each lecture. After every exam, I also ask students directly what additional resources would help them learn more effectively. That feedback allows me to continually refine the course in ways that respond to students’ needs.
The response from students has been extremely positive. When students have consistent access to high-quality learning materials and multiple ways to engage with the content, they become more confident, more curious, and more willing to participate actively in the learning process.
Finally, Dr. Alasadi provided the following advice to any instructors considering changing their courses to free and low-cost materials:
Students are remarkably perceptive. They can quickly sense how much their instructor cares about their learning experience, and that perception is often reflected in how they engage with the course. The time and thought we invest in designing a course signal to students that their learning matters.
Teaching is a privilege of the highest order. Our students are investing their time, energy, and financial resources into their education during an important period of their lives. Because of that, I believe instructors have a responsibility to think carefully about how we structure our courses and the barriers we may unintentionally create. Whenever possible, we should aim to remove those barriers rather than reinforce them.
One important step is recognizing that learning does not occur in a single format. Some students understand ideas best through lecture, others through written explanations, practice problems, discussion, or repeated exposure to the same concept over time. Designing courses with affordable and flexible materials allows instructors to support these different modes of learning while ensuring that all students have equal access to the tools they need.
For instructors considering this transition, my advice is to start by reflecting on the student experience. Ask what resources students truly need to understand the material and how those resources can be provided in ways that are accessible to everyone. Small changes, such as providing structured notes, curated practice problems, or recorded explanations, can significantly improve how students engage with the course.
Ultimately, our goal as educators should extend beyond helping students pass an exam. It is a common pitfall for instructors to believe that providing too much support will stifle the development of critical thinking in their students, but students cannot take those intellectual leaps without a strong foundation to fall back on. We want them to develop confidence in their ability to think critically, ask questions, and engage meaningfully with scientific ideas. Making course materials accessible is one practical and meaningful step toward creating that kind of learning environment.
Guest post by: Audrey Waite, OER GRA
