On a Sunday evening in March, nine months ago, I sat on an airport floor in Los Angeles staring at my laptop, attending an online meeting of the University of Oregon’s faculty union, facing the possibility of going on strike the next day. In August, I wrote emails trying to persuade the university administration not … Continue reading Remembering the year when I almost went on strike
Does homework matter, in a college gen-ed science course? I’ve been thinking more about this question over the past year or two, as AI tools are able to quickly and correctly answer nearly all questions I could pose to students (see this 2024 post, for example, or the examples below). I often teach general-education courses … Continue reading Some data on homework and its correlations
How does public funding for science work in the United States? How much money is there? Who gets it, and how? How much does a graduate student cost? Even normally, science funding is a rich topic worth exploring, and now, as the president is attempting to radically change the structure of science in the U.S. … Continue reading An Informal Overview of US Science Funding
How many out-of-state (non-Oregon-resident) students are there at the University of Oregon (UO)? This is an easy question to answer: about 9000, or about 45% of the total undergraduate student population. (Source; select “Class level”.) This is high but not unusual for similar public universities; as I plotted a few years ago, we have company … Continue reading Are we missing 400 students?
Last quarter, I taught for the first time the first term of the introductory undergraduate physics sequence, the standard “physics with calculus”:” class that exists in some form at nearly every university. Usually I teach courses for non-science majors (on renewable energy, for example) or graduate courses (on biophysics, for example), so this was a … Continue reading The most important, and the most pointless, course I’ve taught
It’s February 2025 and this, like some of my other recent posts (here, here), could be a snapshot of a landscape being transformed by the roaring river of artificial intelligence. But it isn’t. Rather, I’ll describe my puzzlement that some parts of the landscape that I’m close to aren’t changing much, and speculate about the … Continue reading Why Don’t Academics Care About Artificial Intelligence?
Many days are a blur of activity, but the Thursday before last (October 10, 2024) my pinball-like bouncing from one task to another, often with little connecting them other than being part of my job, seemed slightly more ridiculous (or interesting) than usual, so I wrote things down. Events Start the morning (breakfast, coffee) revising … Continue reading What I did on Thursday
For a while I’ve thought I should write up a paper on my biophysics-for-non-science-majors course, just to document what its motivations are and how I’ve approached teaching it, in case it helps spur others to create similar courses. I’ve finally done this; a pre-print is on arXiv here: http://arxiv.org/abs/1410.0666 (“The Physics of Life,” an undergraduate … Continue reading Preprint: “The Physics of Life”
Several sources have pointed me to this neat web site of spurious correlations, showing graphically how, for example, the age of Miss America correlates with the number of murders by steam, hot vapours and hot objects, or my favorite: Though spurious correlations can be dangerous (and hilarious), it’s often useful to look for correlations in … Continue reading Reading this post? You get an “A”!
A colleague sent me this interesting report / survey on connections between education, employment, and contentment and disappointment among recent college graduates: Voice of the Graduate, McKinsey & Co. , which relates a bit to issues of STEM education that I wrote about earlier. The opening paragraph: There’s a paradox facing American society today. The … Continue reading STEM education, employment, and happiness
The Eighteenth Elephant 