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
How can we make a large class more lively? I tackled this question last term by allowing students to self-partition into different sets, with dramatic, and remarkably encouraging, results. Last term, Spring 2024, I taught a “physics of renewable energy for non-science majors course” [1]. I often teach “general education” classes aimed at non-science-majors, including … Continue reading The Active Seating Zone (An Educational Experiment)
This past term I taught my “Biophysics for non-science majors” course, actually called “The Physics of Life,” for the first time since 2018, and, more notably, for the first time since writing my pop-science book, So Simple a Beginning: How Four Physical Principles Shape Our Living World (blog post; Amazon) — published in 2022 (and … Continue reading Course recap: “The Physics of Life” Winter 2024
Several times so far I’ve taught a graduate course on biophysics. Last term I taught it again, but with a twist: it was a combined graduate and undergraduate course. There were two motivations for this. First, biophysics is unfamiliar enough to physics graduate students that upper-division undergraduates aren’t at any significant disadvantage. In fact, I’ve … Continue reading Recap of a Graduate (and Undergraduate!) Biological Physics Course
I’ve taught several times a graduate course on biophysics, the first instance of which I blogged about here. I love teaching this class, and students seem fond of it as well. I’m teaching it again next Fall (2023) but with a twist: it will now be a combined undergraduate / graduate course. The motivations are … Continue reading Introduction to Biological Physics — an old and new course
I regularly teach classes on energy, environment, climate, etc., for non-science major undergraduates at the University of Oregon. Inspired by some blog comments elsewhere, I thought I’d list list some books on this subject that I like. It’s especially worth noting books aimed at the general, non-specialist reader that are nonetheless quantitative. I firmly believe … Continue reading Books I Like about Energy, Climate, and Civilization
I’ll touch on the important question of how students learn from in-person vs. remote courses by showing just one graph based on the class I taught last term. Adding a bit of commentary, I note a conundrum that I think universities have avoided addressing.. Plotted below are the mean and standard deviations of the overall … Continue reading The perils of online learning, in one graph
I was on a panel a few days ago on “Teaching at a Research University,” part of a teaching workshop here at the University of Oregon. This is a large topic that impacts both students and faculty. On the student side there’s the question, pointed out in introductory remarks by our Associate Vice Provost for … Continue reading Incorporating Research into Courses
The Fall term here will start next week, and I’m once again teaching Physics of Energy and the Environment, a course for non-science-majors, that I’ve written about a few times before. Here, I’ll describe two experiments related to teaching this course, with the hope that the descriptions will be useful to others. One experiment was … Continue reading Writing about writing about a class
The Eighteenth Elephant 