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
I’ll continue describing a graduate biophysics course I taught in Spring 2015. In Part I, I wrote about the topics we covered. Here, I’ll focus on the structure of the course — books, assignments, in-class activities, and the students’ final project — and note what worked and didn’t work. (What didn’t work: popsicle sticks.) Click … Continue reading Recap of a graduate biophysics course — Part II
In Spring 2015 I taught a graduate biophysics course for the first time. It was a first in several ways: the course didn’t exist before, so I developed it from scratch, and it was also the first graduate course I’ve taught in my nine years as a professor! I’ve been thinking for months that I … Continue reading Recap of a graduate biophysics course — Part I
Having nearly completely lost my voice, teaching* today presented a problem. I did a lot of whispering, and cranked my microphone up to eleven. The lack of a voice wasn’t a surprise — I had been sick, and was nearly mute yesterday — so I prepared a few very short videos beforehand in which my … Continue reading Sugar equals awesome
The Eighteenth Elephant 