Science Literacy Program Fellowships:
Applied Science Communication
In Winter term 2016 I worked with Kelly Sutherland of the University of Oregon Biology department to teach BIO 410/510 – Applied Science Communication.
This is a project based course in which students developed a research project and either write a research proposal or, for students who are already actively involved in research, a research paper.
I believe a very important part of this class is the peer review component. This took the form of weekly peer review sessions: one-third to a half of each class period is spent with students in pairs, or groups of three, reading and commenting on each others work. It is important for students to not only receive feedback on their own work, but also get practice providing peers with critical feedback. Giving students the responsibility that comes with providing peer feedback develops teamwork and communication skills, and also helps to develop their own writing skills by critically appraising what makes a piece of writing good. At the end of the term we had a “research symposium” in which each student gave a short (5 minute) presentation on their research project.
In addition to the science writing skills students developed in this course, there is a strong component introducing students to the process of professional science writing, the peer review process, and communicating science to the broader public.
Physics of Energy and the Environment
In winter 2015 I worked with Raghu Parthasarathy to teach PHYS 161 – Physics of Energy and the Environment.
This is an introductory physics class targeted at non-physics majors which introduces fundamental concepts such as energy and entropy in the context of human energy use and environmental impact. This course is a fabulous combination of rigorous physics and a critical view of human resource use.
The course is designed in a student-centered manner. Class periods are spent with a combination of lecture, group problem solving, and group discussion. At least a third of most class periods are spent with students working in small groups on worksheets, while instructors circulate to provide guidance.
In this course I worked closely with Raghu Parthasarathy (the instructor of record) to develop worksheets, and administer lessons. For example, while discussing the power consumption of transportation methods, I guided the class through an estimation of the power use of a submarine, based on the size and velocity of an example submarine, and the density of water. It is always surprising to students when they realize that the power consumption of a vehicle increases as the cube of its velocity! After taking this class students have a new and important perspective on their own use of the worlds resources, and are better equipped to tackle the real world problems that we as a society face today.
Writing Workshops:
Graduate Proposal Writing Workshop (Fall 2015,2016):
Since Fall of 2015 I have worked with Miriam Deutsch of the University of Oregon Physics Department to run a graduate proposal writing workshop.
This workshop is designed around the NSF GRFP application process, and most students use the workshop as an opportunity to develop and get feedback on their application. The workshop takes the form of four weekly meetings in September where we work with students to develop a research proposal, discuss the breadth of funding opportunities for graduate students in the physical sciences, and discuss science communication more generally with an especial focus on understanding and communicating broader impacts of ones work. After the September meetings I am available at all times to students to read and provide feedback on their proposal materials. This has been a very rewarding experience for both me and the students, and workshop participants have gone on to be awarded the NSF GRFP.
This workshop has been met with great success. In the first two years of it’s administration, two participants have gone on to receive the NSF GRFP fellowship, and two have received honorable mentions. In the future I hope to expand this workshop, or variations of it, to the greater science community at University of Oregon, and whatever other institutions I am a part of. Effective science communication is an indispensable skill that should be fostered and developed early on in a scientists career.
Other Teaching:
Introductory Physics Sequence (2012-2013 AY)