I love science, and particularly physics, because it heightens my appreciation of the order and beauty in the Universe. I enjoy trying to understand natural processes. Because science plays such a large role in the lives of people of all ages, I want them to be informed about science so they won’t feel overwhelmed by technology or be easily swayed by every pseudoscientific breeze. I teach because I am eager to share with others my delight in the world we live in.  Because I enjoy being able to explain natural phenomena, I emphasize physics as comprising principles that have great explanatory power, both qualitative and quantitative. The fact that many diverse phenomena can be explained in terms of a few principles is elegant and beautiful to me. I try to convey my sense of wonder and pleasure to my students as I teach principles and concepts.

Teaching science is a challenging task as well as an enjoyable one. Student learning is the prime concern of a teacher. Equally important is the instilling of scientific curiosity in the student. A teacher’s enthusiasm and love of his/her subject can be infectious and is fundamental in inspiring that joy of learning, which can lead to a lifelong interest in science. In addition, a professor must nurture independent learning. Only with the practice of independent learning can the student have the ability to pursue knowledge on his/her own.

I design my lectures for both technical and non-technical students. I tell the students that physics forms the foundation of all natural science and engineering. Therefore the study of physics helps them understand any other natural science discipline. In addition, I explain how physics is a human endeavor, which has had a significant impact on the world history, art, sports, etc. I believe the study of physics is a must for a well-rounded education.

A teacher must motivate his or her students in order to initiate a real desire for personal learning and recognition of the rewards that learning has to offer to an individual. This motivation must extend far past the particular subject being taught and last a lifetime.  A teacher must clearly demonstrate their own personal interest and motivation for the subject as well as the student.  It is the responsibility of the teacher to spark the student’s interest and to establish their confidence.

The presentation of the subject material must be technically correct and demonstrate the time and attention that has been given to the material. The classroom policies and procedures must be clearly stated so that all students are well aware of the requirements on them throughout the semester. However enough flexibility must be maintained to accommodate special circumstances that may arise. Although teaching is most rewarding when motivated students walk out of class knowing more than when they came into it, too many students enter the class with the negative attitude because of the stereotype “ it must be boring and difficult because it’s physics”. Moving these students (particular the non-science majors) away from this perception is often an arduous task. If the teacher displays difficulty or dislike for the material, this will surely instill the same feeling in the student. Therefore, it is paramount that the instructor demonstrates an aptitude and enjoyment for the subject matter.

Effective teaching requires good planning. Teaching is more effective when the information is presented in a clear and unambiguous manner and students better understand the subject content when a variety of instructional approaches are used. An effective teacher always stays focused on the material to be learned and keeps students engaged in the learning process, ensuring that students experience success. A teacher’s job is to facilitate the processing of content-related information by the learner.

People learn in different ways, so I teach using diverse methods. In lectures, I enthusiastically present well-thought out, animated discussions interspersed with anecdotes and humor to emphasize important concepts.  I find it effective to interject lectures with questions, which require some thought, and discussion. At such times, I encourage the students to talk with their neighbors and clarify the issues. To stimulate original thinking, time should be given students to ponder questions and assimilate the subject matter. Then the professor must listen closely to the students’ responses. Their responses and questions must be evaluated carefully to encourage students to freely verbalize their thoughts. I strongly believe in getting the student involved in the classroom instruction through either question and discussion periods, or a student presentation day, depending on the size and time constraint on the class. From my own personal experience, I have found that presenting material to my peers in a classroom atmosphere gave a deeper understanding to the subject material and increased personal interest, than merely solving assigned problems. It also builds the important skill of communication of your learned knowledge to others in a course in a concise and logical fashion.

            .  With the accessibility to videotapes, videodisks, computers and LCD projectors, I have introduced several types of audio-visual aids in my classes to provide variety and visual stimulations. Computer simulations can make physics principles directly visualized, making them easier for student to understand. These provide wonderful animations of the concept being discussed. The ways in which information is disseminated are rapidly changing and moving towards electronic means. These technologies must be incorporated into the curricula without letting the medium become the message, as is too often the case in the “computers in education” effort. Nothing, in my opinion, can replace the traditional classroom exchange between the professor and student. However that exchange can be augmented and facilitated by incorporating digital techniques. For example, a home page Website is a way to both distribute information (course syllabus/assignment, written lecture content), and let students learn on their own with links to other sites related to the course. My own web site is http://www.uncp.edu/home/jose/

Active student participation can also be accomplished in a lecture setting by the use of well-designed visual demonstrations and by posing questions to the class during the lecture. I believe the teaching of physics is accomplished as much through examples as through explanation. In a lecture setting, one is mainly providing the explanation, while through demonstrations, questions, and answers; one can also provide the examples. Examples and demonstration experiments in the classroom help the students comprehend the concepts and relations. I do many demonstrations because they are a fun way to increase students’ interest and understanding of physics principles. Before doing the demonstration, I ask the students to tell me what they expect to happen considering their own experience and the concept under consideration. In many of these demonstrations, I solicit student volunteers and allow them to become active learners in the process. I have pioneered on our campus some of the most dramatic and now well known demonstrations, such as the Liquid Nitrogen Demonstration, which I introduced in 1975 and presented at several major science meetings across the state.

 I sometimes ask the students to try calculations immediately after I introduce a topic, or I throw out a brainteaser for discussion to help them apply what they’ve learned. In many instances I appeal to the student’s intuition and experience to bring home a point. I stress the experiential nature of physics.

            At the senior level, introducing the student to on-going research problems and involving them in research problems helps them prepare for their career. I take pride in leading our department to be the first in science to incorporate undergraduate student research as a reality on our campus.

Students also must have an active role in the learning process. Students should be made aware of the fact that an organized work schedule and discipline are essential for the successful completion of a course, and that there are rewards and responsibilities for every student.

I believe teaching is an intellectual and social interaction. I subscribe to the teaching philosophy, which includes the five E’s: Engage, Explore, Explain, Expand, Evaluate.

I always try to teach the way I would like to have been taught. For that reason, I emulate the techniques and behaviors that I admired most about my former instructors while at the same time avoiding those which were uninspiring. I take pride in all my work but especially in my teaching. I try to convey the unity and beauty I see in physics, while demonstrating how physics forms the foundation for understanding the natural world. I stress the wide applicability of physics to everyday life. I encourage students to become involved with physics, and to view the world through the eyes of physics. I have valuable and worthwhile experiences and information to share with my students beyond what they read in their textbook. I believe every student should have the opportunity to be successful in my class. I want them to do well, and I want them to be confident in their ability to do science. I treat our students with the same respect and courtesy that I expect others to treat my children.