Engaging Physics lessons with hands-on problem solving focus

I seek to create equitable learning environments. Teachers have a unique responsibility to recognize social hierarchies, even those students may be unaware of, and mitigate inequity as much as possible. I strive to create learning environments that are equitable, which to me means students are validated, supported and challenged. I have sought intentional learning opportunities to build my skills in areas like communicating within the context of other cultures, using student-centered and culturally-mediated instruction, and viewing myself as a facilitator of education versus its keeper. I seek never to suffer from “narration sickness” wherein teachers are tasked with depositing their information into students. I have witnessed this paradigm often as a student in STEM courses. Too frequently Electronics professors approach difficult, socially complex issues, such as those related to Device internal physics, from only the scientific perspective. By not incorporating students’ experiences, the significance of the issue is often lost. Higher education, when viewed as a process of critical inquiry performed by students and teachers as equals can be transformative and lead to social change. I therefore teach content centered around discussions on complicated and controversial issues related to earth system processes that draw upon the students’ experiences. This form of progressive, problem-solving education provides a means of empowerment for and increases participation by under-represented groups in lifelong learning. Through my teaching, I strive to provide students with the skills and experience to be independent learners once they have graduated.