Teaching is a core part of how I interact with science and where my passion for science is rooted. While I love to do original research, I think that even at the introductory level we can teach science in a way that equips students to experience the joy of original and expansive thinking as applied when exploring and solving problems. Through this they can build awareness of their own beliefs and inherited assumptions that might otherwise limit them as they tackle hard problems. In the classroom, I strive to teach beyond the material so that each student becomes a better learner more equipped as they leave my classroom than they were when they entered to problem solve, to learn, and to understand their own learning.
I am especially passionate about creating innovative introductory astronomy education materials that build investigative skills in inquiry based learning exercises measured through formative assessment. Many students get to the university level thinking that they hate math or can't do science and while I treasure upper division astronomy and physics for the skills I gained through those courses, the introductory level of astronomy and physics are rich in opportunity to undermine detrimental and deeply held beliefs that math and science are just too hard for some people, which is so accepted in our society.
I include in this section resources from the Continuing Assessment technique that we are developing and implementing in Physics and Astronomy classrooms, as well as discussion and classroom resources from my previous teaching experiences.