In my experience, when students are engaged in goal-oriented, project-based activities in which there is something at stake, they more quickly integrate new information into their pre-existing body of knowledge, and become better problem solvers. I have designed class activities that increase students’ active involvement in both lab and lecture.
I kept a blog for the two courses I taught at Hampshire College in the Spring of 2017, Physics of Color in the Context of the Visual Arts and Symmetries of Nature: An Introduction to Group Theory.
SPRING 2018 COURSES
NS-0338 Thermal Physics
NS-0113 Physics of Color
NS-0103, Science of Space and Time Fall 2017
NS-0208, Science in a Cultural Context Fall 2017
NS-0113, Physics of Color in the Context of the Visual Arts Spring 2017
NS-0213, Symmetries of Nature: An Introduction to Spring 2017
NS-0274, Linear Algebra Fall 2016
NS-0183/0383, Basic Physics: Quantum Mechanics for the Myriad Fall 2016
Physics 101, Einstein’s Century: Physics in the Last 100 Years Spring 2016
Physics 250H, Independent Study in General Relativity Spring 2016
Physics 302, Quantum Mechanics Fall 2015
Physics 108, Principles and Applications of Electricity, Magnetism, & Optics
Lab Spring 2014
Physics 106, Fundamentals of Electricity, Magnetism, & Optics
Lecture Fall 2012, 2015
Spring 2013, 2014, 2015, 2016
Lab Spring 2014, 2015
Physics 104, Fundamentals of Mechanics
Lecture Fall 2012, 2013, 2014
Summer 2013, 2015
Lab Fall 2013, 2014
WR100, Writing Seminar, Space and Time: Common Fall 2009, 2010, 2011
Sense & Beyond
The finale of the project-based projectile motion lab for introductory mechanics course at Wellesley College.
I continue to participate in outreach activities, the most recent one being a visit to the Harvard Summer Academy, where I talked to high-school students about relativity and electromagnetism, and shared the story of my own trajectory through academia.