Courses
Spring 2012
Physics 122
"General Physics II"
Physics 142
"Physics Lab II"
Physics 280
"Math Physics I"
Fall 2011
Physics 121 "General Physics I"
Physics 141
"Physics Lab I"
Summer 2011
Physics 495
"Microwave Engineering and Device Physics"
Spring 2011
Physics 106
"College Phys II"
Physics 142
"Phys. Lab II"
Physics 490
"Research"
Fall 2010
Physics 105
"College Phys. I"
Physics 141
Physics 361
"Analytical Mechanics"
Spring 2010
Physics 106
Physics 142
Physics 342
"Electromagnetism"
Physics 490
Fall 2009
Physics 105
IDS 100-06
"Renewable and Sustainable Energy"
Chemistry 490
"Research"
Physics 490
Spring 2009
Physics 106
Physics 108/142
Physics 382
"Advanced Lab"
Chemistry 490
Fall 2008
Physics 105
Physics 107/141
Physics 281
"Intermediate Lab"
Physics 490
Spring 2008
Physics 106
Physics 342
Physics 382
Fall 2007
Physics 105
Physics 107
Physics 281
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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 preparation 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 visible their place in the field.
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 several years I have taught physics courses to life and health science students. In these courses, I often depart from more common practice by treating 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.
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