My Chem Mentor
Subscribe Book Free Consultation

For university administrators

General chemistry decides who stays in the major. Change what it decides.

A pre-term intensive, semester cohort coaching, and faculty workshops. One PhD chemist, on campus or live-virtual.

Book a Discovery Call

A 20 to 30 minute call. You leave with a written scope your office can take straight to budget.

The opportunity

Everyone on your campus already knows which course the major loses its students in. Nobody has to look it up. So when a retention plan never gets inside that course, it is not really touching the problem.

Retention

The students you lose in general chemistry rarely lack talent.

They arrive with real ability and impressive records. Then the gateway course moves faster, tests harder, and expects them to manage it on their own, and the D, F, and withdrawal column grows. What those students are missing is a specific set of skills, fast-paced studying, high-stakes exam preparation, smart use of the resources around them, and real time management, that almost no course teaches directly. Every one of those skills is teachable, and every one can be taught on your campus, inside your program.

Every student who clears the gateway sequence stays enrolled, stays in the major, and shows up in the numbers your board reads.

Before the term

Pre-term general chemistry intensive

Five consecutive mornings on your campus, run as a bootcamp for incoming students: a hands-on first pass through the material behind the first midterms, in the exam formats they will actually face. Problems get worked at the board and in groups, and every student leaves with a study system for the course ahead.

Two tiers: a 20-hour core intensive, and a 30-hour readiness tier that adds afternoons on the study, exam, and time-management skills that make the chemistry stick. Cohorts cap at 20; additional cohorts can be scheduled whenever interest runs past the cap.

Format
In-person, on your campus
Schedule
May through August

Through the term

Semester cohort coaching

Twelve weekly one-hour sessions across a semester, live-virtual, for a cohort of 8 to 12 students. The curriculum is the working core of my one-on-one university coaching: study systems that hold up under a real course load, course planning, STEM career direction, and the self-management a gateway course assumes students already have.

Live-virtual keeps it seamless: sessions slot around lectures and labs, and there is no travel line on the invoice.

Format
Live-virtual
Schedule
12 weekly sessions, fall or spring
Aerial view of a red brick university library with a white columned portico, beside an academic building and campus lawns.

Student success

Specialist support that plugs into what you already run.

Your tutoring and success centers carry the volume, and they should. What they rarely have on staff is a PhD chemist who spends the rest of his week teaching students through the exact courses yours are fighting. These programs slot in alongside what you already offer rather than competing with it: your success center or advising office refers a cohort, the coaching runs live-virtual on a fixed weekly schedule, and every session is delivered by the same instructor. No subcontractors, no rotating tutors.

Larger cohorts and embedded partnerships scope to your program on a call. Tell me your enrollment and your goals, and I'll build the right shape with you.

Staff development

Workshops your faculty and advisors can put to work the same week.

Single sessions, on campus or live-virtual, that you book for your staff by audience. Each one is a working session delivered by a scientist who uses the tools he is teaching, not a vendor pitch with a survey link at the end.

Teaching technology & AI implementation

Practical sessions on the teaching technology and AI actually worth adopting, what to skip, and how to implement it in a course that still has to assess honestly. Faculty leave with methods they can run in the next lecture block.

How an engagement works

Start with a conversation. Leave with a written scope.

Every engagement is a fixed-price contract, and every one starts the same way: a 20 to 30 minute discovery call about your calendar, which program fits first, and how it maps to your students. You leave with a written scope your office can take straight to budget. From there, most campuses start with one of three shapes and grow from what works.

The path

  1. Discovery call. Your calendar, your students, the right first program.
  2. Written scope. Fixed price, dates, and deliverables, ready for budget.
  3. Delivery. You provide a room and a cohort. I bring the curriculum, the materials, and the teaching.

Fastest start

A workshop day

A standalone session for students, faculty, or advisors. The lowest-commitment way to see the teaching before you scope anything larger.

Format
In-person or live-virtual
Cohort
By audience
Schedule
Single session, year-round

$1,200 in-person / $800 live-virtual

Pilot cohort

Semester cohort coaching

Twelve weekly live-virtual sessions for 8 to 12 students. A contained pilot with a clear start, a clear end, and a cohort your success center or advising office selects.

Format
Live-virtual
Cohort
8 to 12 students
Schedule
Fall or spring semester

$6,000 per cohort

Pre-term intensive

Pre-term general chemistry intensive

Five mornings on campus for up to 20 incoming students, May through August. The 30-hour readiness tier adds afternoons on study, exam, and time-management skills.

Format
In-person, on-site
Cohort
Up to 20 students
Schedule
May through August

$13,000 core / $18,000 readiness

No hidden travel costs, ever. On-site fees are quoted net of travel; when travel applies, it is itemized at cost, with receipts, and never marked up. Bookings in Maryland and the Washington, DC area, and in greater Columbus, Ohio, carry little to no travel cost.

Service region: Mid-Atlantic, New England, and Midwest. Larger cohorts and embedded partnerships are scoped on the call. Full rates are public on the pricing page.

Eric Wolfson, PhD · Founder, My Chem Mentor

  • PhD in organic chemistry, The Ohio State University
  • 6 peer-reviewed publications, 650+ citations
  • 2,000+ hours teaching chemistry across a decade
  • Industry research at DuPont, Franklin International & Adhesives Research
  • Built and delivered workshop programming for Johns Hopkins University's academic support office
Eric Wolfson, PhD, founder of My Chem Mentor.

Ready to bring these programs to your campus?

Tell me about your students and your calendar, and I'll map the program that fits and put a written scope in your hands. No obligation, no pressure.

Book a Discovery Call Read more about me