Teaching
Teaching Areas
Aerothermodynamics
Thermodynamics
Hypersonic Aerothermodynamics
Fluid Mechanics
Compressible Flows
High-Temperature Chemistry
Physical Gas Dynamics
Nonequilibrium Processes
Ionized Gases and Plasmas
Computational Chemistry
Optical Diagnostics
Modern Optics
Lasers
Nonlinear Optics
Spectroscopy
Energy Systems
Turbines
Internal Combustion Engines
Combustion Fundamentals
Combustion Applications
Teaching Statement
Jesse Streicher - TeachingStatement_website.pdfInstructor of Record
Mechanical Engineering Teaching Assistance Training (ME 492)
ME 492 was the official Mechanical Engineering Teaching Assistant training program at Stanford. The program was intended for all Mechanical Engineering students who were acting as TAs/CAs for the first time, anywhere in the University. The program's goals were as follows:
Educate first-time TAs/CAs about requirements for being in an instructor role at Stanford,
Provide resources for TAs/CAs to support their role and to improve the educational experience for them and their students, and
Provide an environment in which TAs/CAs can interact and discuss experiences, both positive and negative, and to constructively mitigate issues that may arise in the classroom.
Accomplishments as Co-Instructor
Modeled inclusive, evidence-based teaching practices that prioritize active learning methods, center learning goals, and encourage a growth mindset for all students.
Compiled a seven-page handbook to provide ME department teaching assistants with documentation of departmental expectations, logistical considerations to ease their workload, and resources to support the wellness and academic success for them and their students.
Connected effective teaching strategies to transferable technical communication, presentation, and research skills to support the professional development and career goals of each student whether in academia, industry, government, or nonprofit organizations.
Example Topics and Course Slides
Defining the TA roles and expectations
Giving Effective Feedback
Using Active Learning Methods
Teaching to a Diverse Classroom
Giving Effective Feedback
Connecting TA and Career Skills
Teaching Assistant
Life Design Lab
Applied design thinking approaches to prepare advanced graduate students to navigate ambiguity, integrate their work and worldview, find an engaging workplace, and form a vocation.
Structured group discussions, in-class activities, personal reflection, and individual coaching to help first- and second-year undergraduates students choose a major and find extracurricular clubs and activities that fit their goals.
Nonequilibrium Processes in High-Temperature Gases
Wrote, tested, and assessed new assignment problems specifically targeted to improve computational modeling of chemical systems while also relating the problems to the real-world engineering challenge of high-speed, high-temperature, reentry flows.
Developed assessment rubrics for exams and assignments that center learning goals and establish fair criteria for assigning grades.
Reevaluated lecture materials to clarify common misconceptions and update examples.
Physical Gas Dynamics
Implemented small group-work activities that allowed students to practice problem-solving, to discuss class concepts, and to establish connections with their classmates.
Hosted weekly tutorial sessions to demonstrate common problem-solving strategies and review lecture content.
Transitioned course format and instructions fully online in response to the COVID-19 pandemic.
Met with struggling students to develop metacognitive strategies and plan improvements.
Optical Diagnostics and Spectroscopy
Guided students through an investigation of the time- and frequency-response of common electronics for optical diagnostics, including oscilloscopes and data acquisition systems.
Revised and demonstrated experiments for the emission spectra of gases in discharge cells and combustion products in flames.
Assessed student work to ensure they achieved the understanding of fast detection required for later labs and their individual research.
ME362B_HypersonicsLectureSlides_2023_Reduced.pdfGuest Lecture
Nonequilibrium Processes in High-Temperatures Gases
Learning Goals:
List nonequilibrium processes in the order they occur behind a shock wave (roughly)
Explain hypersonic nonequilibrium processes in relation to the excitation of internal energy modes
Describe the coupling between vibrational relaxation and dissociation – verbally and mathematically
Suggest relevant nonequilibrium processes for atmospheric entry to Earth, Mars/Venus, Titan, or a Gas Giant
Pedagogical Development
Shared experiences and insights about teaching with other graduate student instructors, with particular emphasis on evidence-based and inclusive teaching practices.
Facilitated one-on-one and group teaching consultations including small group feedback sessions, microteaching, and video consultations.
Designed and led teaching development and pedagogy workshops in collaboration with peers, including both in-person and virtual sessions.
Supported and led efforts in inclusive teaching and learning in your department, with an independent project to develop and revise the pedagogy training course in the mechanical engineering department (see ME 492 above).
Gave and received effective project feedback with other LIT fellows and with the student in the pedagogy training course on the project efforts.
Revised and evaluated the project’s outcomes through multi-quarter iteration, with emphasis on soliciting and incorporating feedback from program participants.
Participated in Advancing Learning Through Evidence-Based STEM teaching massive open online course (MOOC) and Stanford local learning community (LLC)
Facilitated an LLC meeting about cooperative learning, thereby enabling participants to design group learning experiences and recognize their value for student learning.
Relevant Pedagogy Coursework
Science and Engineering Course Design: Learning and Teaching of Science and Science and Engineering Course Design.
Training: Stanford VPTL Teaching Assistant Training; Stanford Mechanical Engineering Teaching Assistant Training; and Inclusion, Diversity, Equity, and Access in a Learning Environment (IDEAL) Pedagogy Training
Professional Development Workshops
Conference and Publication Norms
Co-constructed rubrics to evaluate the quality of technical papers and presentations.
Discussed how to best differentiate the appropriate structure and content for either a conference paper or a peer-reviewed journal publication by building a Venn diagram together.
Presented an overview of the peer-review, editorial, and publishing steps to establish expectations for novice students.
Student Engagement Strategies
Examined the value of class participation, student-instructor interactions, active learning and inclusive teaching via think-pair-share and jigsaw activities.
Facilitated a case study activity to connect engineering topics to tangible, real-world examples thereby piquing student interest and building student motivation.