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’ involvement in both lab and lecture.
I have kept a blog for the two courses I taught at Hampshire College in the Spring semester of 2017, Physics of Color in the Context of the Visual Arts and Symmetries of Nature: An Introduction to Group Theory.
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 path to becoming a physicist.