Teaching at McGill University
Lesson Study Project
Shusaku Horibe and I, with the support and guidance of a team of instructors including Drs. Susan Nossal, Larry Watson and Profs. Peter Timbie and Mike Winokur, recieved a grant from the UW-La Crosse Lesson Study Project to develop a physics lesson for an introductory physics course.
Many introductory physics students feel that their studies in the physics classroom have nothing to do with their experiences of the "real world". Our two-year long study resulted in a lesson which introduces students to connecting physics to the "real world" through the process of model-building. See the online Lesson Study write-up here.
The materials used in the lesson are below:
Our paper on this project has been accepted to the international journal Physics Education. See the official paper at this link.
Teaching Assistant, University of Wisconsin-Madison
I was a teaching/laboratory assistant (TA) for 4 semesters of introductory physics while at the University of Wisconsin-Madison. The courses I TA'd for were varied in their student body and format:
Laboratory Instructor, A Modern Introduction to Physics:Taught laboratory sessions for calculus based, advanced introductory undergraduate physics course for approximately 150 physics majors. (Physics 247)
Recitation Instructor, The Ideas of Modern Physics:Taught discussion sessions for writing-intensive algebra based introductory physics for approximately 150 non-science majors; used "Think-Pair-Share" and other small group problem solving techniques. (Physics 107)
Laboratory and Recitation Instructor, General Physics I:Taught discussion and laboratory sessions for first-semester calculus-based introductory physics for 2 sections of 30 students per section of engineering and science majors. Used "context rich" group problem solving. (Physics 201)
Laboratory and Recitation Instructor, General Physics I:Taught discussion and laboratory sessions for first-semester non-calculus introductory physics for 3 sections of 30 students per section of bio-science and pre-medical majors. Used "context rich" group problem solving. (Physics 103)
Instructor, Young Scholars Program
While at The Ohio State University, I taught a two-week long introductory physics summer program for minority high school students from throughout Ohio as part of the Young Scholars Program. The curriculum emphasis was on constructing mathematical and graphical representations of motion through lab exercises. (I am indebted to Professor Andrew Heckler for his help on this project.)
Undergraduate Teaching Fellow, NSF GK-12 program:
While completing my undergraduate degree at The Ohio State University, I was made an Undergraduate Teaching Fellow of the NSF GK-12 Program. The goal of the program is to provide training for graduate students in science, technology, engineering, and mathematics (STEM) fields to improve communication and teaching skills while enriching STEM content and instruction for their K-12 partners. As a Fellow, I worked with interdisciplinary team of fellows, elementary school teachers, and faculty to develop and teach active learning science lessons in inner-city schools.
Throughout the two years that I was a Fellow, I created approximately 25 original inquiry-based lessons and developed novel assessment tools that test students' science reasoning by having them actively demonstrate an experiment. In particular, I developed a series of "Prove Me Wrong" lessons, where students are shown a demonstration, told a hypothesis based on the observations, and then asked to test the hypothesis (by "Proving Me Wrong") by designing and performing an experiment using materials provided. In addition, I developed an informal test for Simple Machines which, when used together with a formal test, helped reveal the type of knowledge gained through inquiry-based teaching.
Many of these lessons can be browsed online at the OSU GK-12 Resource Page. Be sure to check out my lessons on: