Melissa Hemling

Pulaski, WI | 7-12, Science, 2009

What motivates you to contribute to excellence in STEM teaching?

I’m motivated by the belief that every student deserves access to meaningful, challenging science education. I’ve seen how inquiry, real-world connections, and inclusive practices build confidence and achievement. Whether creating brain breaks, mentoring teachers, or co-developing an ELL Chemistry course, I’m driven by the impact of strong STEM instruction. As a district leader, I work to build systems that support equity, innovation, and success for all learners.

What has been the most transformative moment that affirmed your impact on STEM education?

A transformative moment that affirmed my impact in STEM was contributing to the development and revision of POGIL Activities for High School AP Chemistry and the Advanced Chemistry Through Inquiry lab manual. I focused on addressing tough misconceptions and making college-level chemistry more accessible. Teachers have shared with me that these lessons helped their students—especially those from underrepresented groups—feel successful in chemistry. By designing lessons that are inquiry-based, scaffolded, and inclusive, I’ve helped remove barriers so that more students see chemistry not only as understandable, but as a field they belong in.

Using your platform as a Presidential Awardee, how do you hope to advance our nation in STEM?

Since receiving the award, I’ve continued to help educators nationwide make chemistry more accessible. In my new role as Coordinator of Secondary Teaching and Learning, I apply lessons from STEM to improve instruction and equity across all subject areas. I believe strong community partnerships help students connect the classroom to real-world challenges. I strive to help all students discover their potential in STEM and beyond.

Biography

Melissa Hemling is the Coordinator of Secondary Teaching and Learning at Beaver Dam High School in Wisconsin and a nationally recognized chemistry educator with over two decades of experience fostering equitable, inquiry-driven science instruction. She holds a Master of Science in Curriculum and Instruction from the University of Wisconsin–Madison, with a focus on technology integration and inquiry-based learning. A National Board Certified Teacher and the 2023 AACT National Chemistry Teacher of the Year, Melissa is a frequent contributor to ChemEdX and the Journal of Chemical Education, a POGIL curriculum author, and a national presenter on instructional strategies, including brain breaks, equity in science education, and disciplinary literacy. She co-developed an ELL chemistry course in partnership with a nationally recognized linguist. As an AP Chemistry Reader and Score Setting Committee member, she also trains AP teachers nationally and consistently helps her own students outperform national exam averages. Beyond the classroom, Melissa has secured numerous grants to support STEM outreach, including partnerships with the Morgridge Institute, AACT Science Coaches and ACS Hach Grants. She leads award-winning FIRST Robotics teams and founded Puentes a STEM, a program connecting Hispanic students to STEM mentors. Her work exemplifies how innovation, collaboration, and equity can drive student achievement in science.

High-resolution version of the official portrait photograph
Awardee holding Presidential certificate between NSF Director Subra Suresh and OSTP Director John P. Holdren
High-resolution version of the teacher profile photograph

The views expressed in awardee profiles are those of the author and do not necessarily reflect the views of NSF or the PAEMST program.