I served as the instructor of record for an undergraduate engineering thermodynamics course at the Colorado School of Mines, where I had the opportunity to introduce over 60 sophomores to the foundational principles of energy and energy transfer. Throughout the semester, I was responsible for developing course materials, delivering lectures and facilitating classroom activities, holding office hours, mentoring students, and designing assessments and exams. 

Student Evaluations

• “Even though it was his first time teaching Thermo, it felt like he'd been doing it for years. He really knows his stuff, but more importantly, he cares—he wants you to learn and do well. He's clear, patient, and always makes time to help.”

• “Peter Rand was very helpful in motivating the class concepts and he truly cares about the class comprehension of the content… He actually values the idea of ensuring a positive learning environment for his students. 10/10.”

Below is a selection from a teaching observation I received from a member of Mines' Trefny Teaching Center. As a sample of my teaching style, you can download the slides that I used in the observed lecture here (download sample slides). I provide the students with these slides as .pdf and .pptx before class so that they can follow along with lecture, filling in blanks and working practice problems without the extraneous mental load associated with a typical "chalk talk."

Teaching Observation Highlights

• "I loved the structure of your class! Every choice you made in terms of design would match what I would do! You had a strong and tangible connect activity – the fire is a visceral image that students can draw back on and think about when they think of heat capacity."

• "I can tell you’re supportive of students, and I get the feeling that the class feels that too."

Teaching this thermodynamics course was among the most challenging (and most rewarding) experiences of my graduate program. The demands of teaching closely align with both my personal strengths and professional interests, reinforcing my sense that academia is the right path for me. 

Developing research-supported course materials is a passion of mine. I designed a fully online syllabus for my undergraduate thermodynamics course (see course website), which allows for clearer presentation of content, seamless integration with multimedia and platforms like Canvas, and greater flexibility to update materials throughout the semester. This format also fits well with the growing trend of asynchronous, online learning.

Currently, I co-lead the "Tekprenticeship" initiative in Mechanical Engineering at Mines, which brings industry partners directly into undergraduate courses. For example, I collaborated with Chevron engineers to redesign the thermodynamics semester project, making it more aligned with real-world industry practices and better preparing students for engineering careers.

I have served as a teaching assistant at both Washington University in St. Louis and the Colorado School of Mines, where I developed course materials and delivered lectures for several core mechanical engineering and chemistry courses. These have included dynamics, thermodynamics, and physical chemistry. 

In addition to this hands-on classroom experience, I have pursued formal pedagogical training with a strong emphasis on college-level instruction. This includes completing a 3-credit course in Physics and Chemistry Teaching Techniques, earning the year-long Trefny Center College Teaching Certificate, and serving as a Mechanical Engineering Graduate Teaching Fellow (GTF).