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

2. 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?

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

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

6. What are some ways to create rapport?

7. 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

9. 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?

10. 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

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

17. Self-efficacy
Goal Directed
Behavior
Motivation
Performance
Value

18. 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

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

21. 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.

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

23. What are the pros and cons of this rubric?

24. Teaching Strategy
Learning Objective
Assessment