STUDENTS' EXPECTATIONS Students in my class can expect welcoming, and learn-through-work atmosphere. Whenever possible, I try to teach concepts related to grand challenges humanity has experienced in an inquiry-based fashion. There is always ample opportunity to ask questions, and I encourage students to talk to me in private, if not comfortable with speaking in front of the classroom. My goal is not to focus on winning "Professor of the Year" Award, but to be remembered years after graduation, as a professor whose lectures and advices helped in life after college. 

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FRAMEWORK Students attending a course I run could expect a modular approach to everyday classroom activities. This is a structure I work on installing even before the course/semester starts is led by my belief that there are three phases of active learning I need to guide students through. For these purposes, I work on creating supporting materials and incentives for students to come prepared to the classes, participate in learning during the class, and do some course related work after the class time. I am motivated to do so by findings in RBIS work of mine and others (APS Phys. Rev. Educ. Research, ACS J. Chem. Educ., and ASEE being my main sources), where structured and interactive learning process have been strongly recommended.

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WHAT CAN I DO I am experienced and can implement the following interactive engagement methods:

• collaborative groups

• studio method

• collaborative workshop (a hybrid between studio and collaborative groups)

• game based learning, and 

• I have some experience in flipped classroom environment (upper level undergrad)

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FEEDBACK I encourage students and faculty to periodically provide feedback. This includes mid-semester feedback from students (resembling the final end-of-semester form), and invitation to faculty colleagues to drop in without announcement to any of my classes. 

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TECHNOLOGY IN THE CLASSROOM Over the years, I have grown increasingly committed to the use of computer-based technologies in the classroom, be it in the form of clickers or, in a more structured format, through gamification of some basic learning concepts, the latter being effective tool in involving under-motivated students. 

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LECTURE DEMOS I have benefited from witnessing effectiveness of lecture demos, and have been steadily increasing development of my own. To date, I have learn to use about 25 lecture demos and developed about 12 of my own, for general physics, chemistry courses, and about dozen for intermediate and advanced undergraduate physics and engineering courses. Please inquire about details. 

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EXPERIENCE TO DATE:

1. taught half a dozen General Physics courses at Cornell (2006), KU - Abu Dhabi (2010-18), and Colgate Univ. (2019 - 2022), often for engineering or pre-med/bio/chem/neuroscience majors

2. designed and taught 2 interdisciplinary (chemistry-physics crossover) courses and labs, geared towards Biomedical Engineering, Biophysics and Intermediate Modern Physics

3. taught Solid State Physics, Intro to Modern Physics, Electromagnetism, Innovation

4. developed Data Analysis and Multivariate Statistics course for graduate students in engineering and science

5. I often work with undergraduate and graduate TAs, and I have some success in their training (Cornell, KU, Colgate)