An interesting study was published a few months ago comparing active learning to traditional lectures. While many studies have shown that active learning results in higher student learning, this study also examined how students assessed their learning in each of these types of classrooms. Students thought they learned less in the active learning environment, even though the data showed they learned more.Continue Reading →
“Practical Electronics” will be offered in the fall of 2019. This 4-credit course covers analog and digital electronics, with a special focus on hands-on skills and creating a strong foundation for projects outside of the classroom. While PHY203/PHY103 are recommended pre-requisites, students can e-mail me to test-in if they have sufficient electronics knowledge from prior experience or physics courses.
Components of the course include:
- Team-based quizzes
- Student-created YouTube tutorial videos
- Hands-on experience with components and testing equipment
- SPICE circuit simulations
- Arduino-based projects
In late August I will be presenting at the 9th International Symposium on Physical, Molecular, Cellular, and Medical Aspects of Auger Processes, held at Oxford University. This is my first year attending this meeting, and I look forward to meeting researchers from around the world.
2019 was my 5th year traveling to the South of India, where I taught Tibetan Buddhist monks and nuns as part of the Emory-Tibet Science Initiative. This unique opportunity is one of the highlights of my year, not only for the amazing classroom experience, but also for a precious cultural experience. Every year I have returned to the Drepung Loseling Monastery (now at the Meditation and Science Center), so I have been able to create ongoing friendships with the staff, translators, instructors, and monastics there.Continue Reading →
This spring semester (starting in 2 days), I am excited to have an unusual teaching semester. I will be teaching PHY203, the second-semester of calculus-based Introductory Physics, and PHY311, our Advanced Laboratory course. This second course is particularly special to me – the equivalent at my undergraduate (8.13) is the class that showed me that I could be a physicist. I haven’t taught the course in 4 years, so I have some major changes and restructuring to do!
My Modern Physics (PHY210) students perform experiments most weeks and write up a formal lab report. We do not use lab reports in Intro Physics, so this is a new task for many of them. While I provide extensive written documentation regarding the required structure and my expectations, many students struggle to execute a good lab report. After grading the first lab report, I realized that many just need a good example of what they are aiming for. However, I can’t easily provide an “example” report – would it be over a lab no longer used? Would it be a “real” student report, or a fake one I wrote?
I decided to have them refer to journals (such as Science and Physics Today) to see professional quality papers, which serve as an appropriate model. Of course, students won’t fully understand these papers – but they will see the sections that appear in the articles, the use of inline citations, and the clarity with which procedures and results are presented. My plan was to make this an “extra credit” assignment, partially to help offset the low scores on the first lab and partially because I hadn’t planned for this assignment when I wrote the syllabus.
I didn’t have a great idea on how to have the students execute this project – I knew that I was going to hand them journals and ask them to relate the articles to the lab report rubric. One of the students saw the pile of journals and asked if we were making a physics collage – oh! Some of the students were quite excited about this option, so I told them that the delivery format was up to them. I was a little concerned when one student asked if there was a maximum size the project could be…
A few different approaches were used, and I was quite impressed. They all demonstrated meaningful engagement with the process of connecting these articles to the lab report rubric. But some of them also incorporated glitter paper, lights, and stickers!
I’m really enjoying PHY210 this semester, and I think a large part of that is due to the creativity and enthusiasm that the students are bringing. Often there isn’t a place in physics class for glitter paper or gel pens – but I think I have created a class where students can express themselves (perhaps to excess). Not only are student attitudes more positive than I typically see, but the grade distribution is also quite high. This is a class about relativity and quantum mechanics, so no one would say it is easy – but it might be at the level where students are excited to rise to the challenge.
The US News and World Report rankings are always interesting. The “value” the rankings hold is that students and their families may start with the rankings or consult them when evaluating different colleges. So, we celebrate when we are ranked well since that means that more students may consider us – or even discover us – during their college search.
- #1 Most Innovating Liberal Arts College
- #2 Best Undergraduate Teaching (Liberal Arts Colleges)
- #1 Liberal Arts College that Promotes Social Mobility
When I teach on Tuesdays I don’t hold class on Election Day. While I think every minute in class is very important, I think it is more important for our students to participate in democracy. Below is the message I sent to my students this year:
Dear PHY210 Students,
As you may have noticed on the course calendar, we do not have class on November 6th because it is election day. Please note that the college is not closed, and you may have other classes that day. However, I choose to not hold class on election day.
I recently took the Clifton Strengths Quest – my results were:
I am in India to teach physics to Tibetan Buddhist Monks and Nuns through the Emory-Tibet Science Initiative (ETSI). This is my 4th summer teaching in this program, and I will be returning to Drepung Loseling Monastic Institute, located in the south of India (in Karnataka). This year I will be teaching the 3rd year curriculum to the monks, which covers matter, heat/thermodynamics, and waves. I taught the same material last year. After teaching the monks, I will be covering the 2nd year material (Mechanics) with the nuns.