Glenn Millhauser–Teaching Statement 2001-02
Professor of Chemistry

Philosphy and Approach: The Magic of Molecules and the Rigor of the Classroom

Chemistry is the science of molecules. No subject can be more interesting, philosophical, compelling or relevant than that which reveals our world from the molecular perspective—this is what I attempt to convey in each class. By understanding the remarkable features of molecular structure and intermolecular interactions, we begin to understand, for example, the paradox of how ozone protects us when above the stratosphere but is toxic at sea level, how a subtle shift in molecular forces from a protein mutation causes sickle cell anemia, and how hydrogen bonding between DNA's bases confers heredity. I find that when students appreciate the fundamental insights that chemistry brings to topics close to their hearts, they too become devotees of molecular science. This observation forms one of the fundamental components of my teaching philosophy.

UCSC students are remarkably bright and curious but they often resist learning unconnected and seemingly irrelevant concepts. Perhaps this is why one often hears that our students are not as engaged, devoted or hard working "as they used to be." However, if a concept is motivated by first revealing its links to broader and clearly relevant issues, I find there is no limit as to how hard our students will work to understand that concept. Most students taking general chemistry have interest in either biology or environmental science and these disciplines abound with wonderful examples one can use in motivating chemistry. For example, at the beginning of introductory chemistry, I show students a molecular rendering of DNA. The structure is absolutely beautiful and it is humbling when one realizes that the molecular interactions revealed in the structure form the basis of how living species pass on genetic information. I discuss the geometries around the various atoms, the unusual planar structures of the bases and the perfectly matched hydrogen bonds between the bases. I then promise the students that our class will cluminate in an understanding of the molecular origin of this remarkable structure, and even how molecular damage can lead to disease. By continuing to bring in such examples—the chemistry of ozone, the structure of HIV protease and AIDS treatments, intermolecular forces and the toxicity of vitamins at high doses, and numerous other examples and current events—I find that students remain engaged and devoted to the course. What is most satisfying is that this approach is not based on entertainment or making the subject watered down or touch-feely, but instead appeals to our students' intellect—which is, of course, what we want.

A second component of my teaching philosophy is that I feel it is essential to convey that I truly care about my students' education. I work at this along multiple fronts. Being prepared and organized for each lecture demonstrates that I value the students' time. I want each lecture to give as much information as possible and I want lecture notes taken from the class to be a lucid and useful study guide. I show up for lecture early in case students want to chat about chemistry or study techniques, and I begin each lecture exactly on time. And while I resist taking class time for personal anecdotes, I do try to have some fun by injecting good doses of humor. From the students, I insist that they be prompt for class, that they participate in the lecture with questions or comments and that they refrain from any interruptions that degrade the intellectual environment (such as talking, coming late, leaving early, etc.). I make sure my teaching assistants are also organized and working effectively in office hours and secondary discussions, and I make available relevant study material such as example exams, homework keys, etc. Taken together, I feel that the organization and expectations of my courses create a serious and productive environment in which students push themselves because they value the material and because they are treated as mature scholars.

Despite my interest in maintaining a serious, fast paced class, I also believe that chemistry demonstrations performed in front of the class are incredibly useful, especially for introductory courses. On one level such "demos" are fun and a nice break from the routine. On a deeper level, however, they are wonderful for bringing to life essential concepts. For example, one can talk about a chemical reaction that releases 150 kilojoules of energy. On the other hand, one can release that amount of energy right in front of the class with a hydrogen/oxygen explosion...that is guaranteed to leave a lifetime impression!

Accomplishments

I have taught at all levels from first year introductory chemistry to graduate courses. Each level has its individual endearments, from the curiosity of the intro students, to the emerging sophistication of the upper division students, to the research focused grads. I have also had the great pleasure of seeing many of my former students go on to become research scientists, professors and medical doctors. I have worked to motivate these students, discuss career options and help them negotiate through difficulties. Nothing in my career has been more gratifying than to hear from a former student that a class of mine initiated their love of science and was instrumental in getting them on their current career track. While I can't know quantitatively how much my interactions contributed to these students' careers, I do know that I was an active participant: In the last twelve years I have written over 200 letters of recommendation for summer programs, grad school and medical school.

I have also worked within our department to explore and revamp traditional courses. For example, Chemistry 1A used to have a conventional laboratory component. From teaching the course I found, however, that instead of needing standard laboratory skills, the 1A students really needed to develop an intuition for chemical concepts. Thus, working with our former department manager, I created discussion and activity sections to replace the 1A labs. In these sessions students do simple experiments to reveal fundamental concepts such as the magnitude of the mole, the three-dimensional structure of molecules and the way in which scientists use drawings to communicate molecular information. In my experience and in that of my colleagues who taught the class more recently, these sessions have been remarkable successful and have helped numerous students get a good start in introductory chemistry.

In summary, I am honored to receive this nomination for an excellence in teaching award. I love teaching science and it is a thrill to know that I have connected well with my students. I have endeavored to show students the magic of chemistry, to treat our students as mature scholars and to help them gain confidence with the subject so they may pursue their dream careers.