2004 Eisenhart Award for Outstanding Teaching
Andreas Langner

Andreas Langner invites his students on safari in search of elephants in the chemistry laboratory. Not real elephants, of course, rather the proverbial kind whose existence must be pieced together like a puzzle. One student spots a trunk, the other a tail, yet another a tusk and together the answer that is the elephant emerges from the bush into plain view. Sometimes.

Langner Strives for depth.

“The kind of students I want to attract to my group are the ones who want to learn how to tackle a problem that may not have an answer—or may have an answer that is a surprise,” Langner says. “Their perspective may not be the right one, but by combining their efforts in space or time, they see something there that cannot be perceived by one research effort alone.”

Langner’s holistic approach to chemistry—and life—encourages students to persevere when frustrated and uncomfortable.

He describes himself “first and foremost” as a teacher who also has a “fair amount of research activity.” He uses formal research to give his students practice conducting scientific experiments and an unfettered pursuit of the proverbial elephant. In much the same way, his laboratory assignments—such as for this term’s chemical kinetics lab and polymer characterization lab—stimulate students’ creativity. Langner designs experiments that will not necessarily work if followed precisely. Doing so, he says, teaches his students flexibility and how to adjust their protocols as needed.

An interest in learning styles helps Langner draw upon his students’ strengths.

Langner points to apathy and anonymity as a teacher’s biggest challenge and the root of retention problems. His students, however, cannot afford to be apathetic. Likewise, the anonymity that can swallow students in large lecture halls is impossible to maintain during the one-on-one interaction in Langner’s labs.

“One of the things I excel at is what I call ‘I will be present.’ I’m going to come prepared and I expect the same. I strive for depth and what I demand from students is depth. I demand sweat equity.”

Langner understands the importance of perseverance and pushing oneself forward. He turned down a partial scholarship to study theater at Princeton University for a steadier career path in the sciences. He “got bit by the research bug” at State University of New York at Buffalo where he completed his undergraduate degree in chemical engineering in three years. Langner was looking forward to attending graduate school at Stanford University when he was struck by a car in the UB parking lot. He sustained a spinal chord injury that landed him in the Erie County Medical Center for six months and confined to a wheel chair for the rest of his life. Without hesitation, Langner transferred his fellowship to UB and began working on a doctorate in chemical engineering.

The 2003 Eisenhart Award Recipient was Tom Frederick.

The 2002 Eisenhart Award Recipient was Hamad Ghazle.