Pedagogy and Lecturing in a Technical Subject Joanna Millunchick Arthur F. Thurnau Professor of Materials Science and Engineering Bernard Sadoulet story

Think about your favorite instructor from high school or college Think about your favorite instructor from high school or college. What was it that made them so effective?

Now think about your least favorite instructor Now think about your least favorite instructor. What was it that made them so terrible?

Habits of Highly Effective Teachers Create Rapport Are Engaging Have Clear Expectations

What are some ways to create rapport?

Strategies to nurture a productive climate Use the first day to go over the syllabus and explain expectations Make uncertainty safe Resist a single right answer Model inclusive and respectful behavior Actively listen

What are the pros and cons of a traditional lecture? To help determine the most ideal spaces and places within a class to utilize a lecture, think about the value it (and you) can add at any given time. Is the value in laying a knowledge foundation that students can then use to actively build skills and applications? Is the value in explicating and synthesizing insights from outside work?

The What: Lectures can/should... Provide focus and emphasis Clarify difficulties or complexities Provide an overview or “the big picture”, and help connect the dots Encourage structure by explicitly naming, and telling the story (or the narrative arc) of the learning experience. Expose students to experts (you) Provide depth and insight through examples not present in other course materials who can provide unique perspectives and the latest answers to questions that may stimulate interest, and to allow students to see how a practicing (biologist, chemist, economist, literary critic, etc.) approaches the material. Do NOT hide behind equations

Habits of Highly Effective Teachers Create Rapport Are Engaging Have Clear Expectations Student Motivation Student Background Learning Objectives and Rubrics

Self-efficacy Goal Directed Behavior Motivation Performance Value

Not Supportive Environment Don’t See Value See Value Don’t See Value See Value Low Self Efficacy Rejecting Hopeless Rejecting Fragile High Self Efficacy Evading Defiant Evading Motivated

LEARNING OBJECTIVES articulate the knowledge and skills you want students to acquire by the end of the lecture or course

Sample Learning Objectives: Quantum Mechanics By the end of the semester, students should be able to do all of the following:                 articulate the behavior of quantum 2-state systems (e.g., the spin degrees of freedom of a particle);                                 use matrix mechanics to calculate properties of systems with spin angular momentum; calculate the time-evolution of a 2-state system using Schrodinger’s equation; carry out basic calculations related to systems of two spin-1/2 particles, such as the hydrogen atom; use wave mechanics in 1 dimension to describe continuous degrees of freedom such as position and momentum for a quantum system; and describe the basic quantum approach to observables such as angular momentum, energy, position, and momentum, including the difference from the classical approach.

The term "rubric" refers to a scoring guide used to evaluate the quality of students' constructed responses (written compositions, oral presentations, or science projects).

What are the pros and cons of this rubric?

Teaching Strategy Learning Objective Assessment