Dozens of high school and undergraduate students have participated in summer and academic year programs at PARI developed since 2001. This series of pages summarizes by year the research and learning experiences.  Click on the year of your choice!

• 2001
• 2002
• 2003
• 2004
• 2005
• 2006
• 2007

Education Philosphy Statement

I’ve observed over the past 20 years that the best teachers are those who are actively engaged in the field of study that they are teaching.  I believe that physics teachers need to be alive in their science through research.  The enthusiasm of the teacher is most often the reason students become engaged in a class, an ideal well noted in education circles.  A teacher who is excited about their science, exemplified by research or service in that science, will also be the most effective teacher. I highlight five easily implemented methods to that specifically connect students with our enthusiasm for physics.  The methods are only highlighted here, but I would be happy to further discuss details.  Personal attention: Addressing the learning needs of each student accomplished by one-on-one instruction on research techniques through summer research experience;

·        Peer support: Giving students opportunities for interaction that builds support across cohorts and promotes allegiance to institution, discipline, and profession which is accomplished by bringing students to work together;

·        Enriched research experience: Offering beyond-the-classroom hands-on opportunities and summer internships that connect to the world of work accomplished with the research to be conducted with faculty;

·        Bridge to the next level: Fostering institutional relationships to show students the pathways to career development accomplished in the within the curriculum; and

·        Continuous evaluation: Monitoring and results and making appropriate program changes accomplished through well-planned evaluations

As researchers and teachers we sharpen students’ critical thinking skills, inspire them, and promote their realization of their talents and skills.  We provide students the chance to experience the world of science that they might not otherwise have available.

On a personal note, I’d like to share three goals I strive for in classes I teach.  My first goal is to establish communication with the students.  With proper communication, the students will understand the material, become curious, and be eager to learn more.  Communication consists not only of developing mutual respect and trust, but also teaching the students the language of physics.  For example, in an algebra-based physics class, I present the students with several lessons in mathematics, the language of the physicist.  Once the students understand my words, the job of teaching the course material is made much easier.  Communication is the first step to an enriching experience for the students.

My second goal is a bit more difficult to achieve but it helps students to begin a life-long process.  I want my students to further develop their problem solving skills.  As with communication, any occupation will present problems that need to be solved for the first time.  When one of my students holds a job, I want that person to think critically and solve problems as they are presented.  To achieve this goal, I use the class material to ignite the curiosity of my students.  Once curious, I can teach them how to approach a topic in a methodological way.

My third goal is to produce students who are confident.  Students leave my classes with more than several graded tests and a notebook full of facts.  They leave with the best education I can provide.  I have to admit that my goals are not met with 100% of my students.  My goals are more often met by students who are responsible and understand the value of their education.  Those who need to mature will appreciate what they have done in my classes.