Courses

Fall 2009
Physics 105
College Phys. I

IDS 100-06
First Year Sem.
"Sustainability"

Chemistry 490
Research

Spring 2009
Physics 106
College Phys. II

Physics 108
Coll.Phy.Lab

Physics 382
Advanced Lab

Chemistry 490

Fall 2008
Physics 105

Physics 107
Coll. Phy. Lab

Physics 281
Intermediate Lab

Physics 490
Research

Spring 2008
Physics 106

Physics 382

Physics 342
Electromagnetism

Fall 2007
Physics 105

Physics 107

Physics 281

My Teaching Philosophy

My Motivation to Teach Physics
            A few years ago I decided to leave my career in industry in order to devote myself to narrowing the gap between academic science and industrial science.  I truly believe that there is a need for industrial physicists to return to academia so that our valuable experiences can be used in the production of not only well trained, but precisely trained, physicists.  Having been where the graduates are going, I can offer to academic physics a rare perspective on the training and development of career physicists.

My Philosophy of Teaching Physics
            The physics teacher is confronted with the need to present the physics enterprise to learners ranging from the liberal arts student to the scientific colleague.  In teaching physics I must meet the students’ expectations by providing practical training in the course subject.  But more subtle is the need to re-orient the students’ world views of physics by addressing common misconceptions.  These include the beliefs that physics (1) is abstract, disconnected and consequently cut-off from everyday human experience, (2) is composed of overly simplified assumptions, and (3) is subject to competing and conflicting theories (i.e. cognitive relativism, which leads to acceptance of pseudo-science). 
            The physics apprentice rarely if ever has doubts about the intrinsic value of physics.  In contrast, it is sometimes necessary for a physics major to temper his or her enthusiasm for scientific absolutism.  We teach them models, but then also convey their limits.  But then it is crucial for the student to grasp the usefulness of phenomenology in experimentation, and that only comes from conducting research and reducing data to a few tangible parameters.  For this reason, hands-on experience gained through undergraduate research, for which Hope College is nationally recognized, is a pillar of physics education.  I also view undergraduate research as a tool for opening physics to students in under-represented groups who are looking for fields which hold a place for them to develop a career.  Participation in professional activities dignifies students, and makes their place in the field visible.

My Teaching Experiences
            Any success in teaching I owe to a strong sense of empathy gained through learning physics, applying it to unfamiliar circumstances, and working within the bounds of other disciplines.  In fact, I adamantly believe that effective teaching requires sincere empathy, a characteristic which comes most naturally to those who have struggled under those exact circumstances.
            I have taught in the liberal arts college with its characteristically small classes, and I have taught in the state university with class sizes exceeding 100 students.  While teaching the large classes, I endeavored to provide the small class experience to each student.  Quickly learning everybody’s name, keeping an always open door, and hand-grading 125 problem sets every week, were all part of providing a learning experience similar to the personalism enjoyed by Hope students.  Despite the large class size, nearly 25% of my university students would make office visits each week, often to discuss the personalized comments left by me on their homework.
            I have a growing interest in teaching applied and vocational physics.  During the past four years I have taught physics courses to life and health science students.  In these courses, I depart from the attitudes of most colleagues, by treating relevant topics such as fluid mechanics and bioelectricity.  I often introduce and illustrate physical principles from within these and other contexts.  I truly believe that my students are better prepared to perceive the underlying physical mechanisms in their major studies as a result of my teaching methods.  I rise to the challenge of presenting physics to people who want to know how it fits, not only into all corners of nature, but into their profession as well.  My instinct for doing this was formed in industry, while necessarily making my case every step of the way to skeptical decision makers.