Qing X Ryan

Teaching is an art that require beliefs, emotions, values and flexibility, but teaching can also be studied as science where instructional practices that are proven by research should be used to improve student achievement. Though we might be tempted to emulate the practices of inspiring teachers from our past, the ensuing years have seen a dramatic shift in paradigm for physics education, where research has demonstrated significantly improved learning outcomes in environments where students are actively participating in class to construct and articulate their own understanding as opposed to sitting and listening quietly. Learning is the rewiring of neuron connections and students have to construct those connections themselves.

Courses taught:

At California State Polytechnic University Pomona: 

• Upper division physics:

  PHY 4140-Electricity and Magnetism I: Lecture and Activity
  

  PHY 4150-Electricity and Magnetism II
  

• Introductory physics: 

  PHY 1510- General Physics I: Lecture and lab
  

  PHY 131- General Physics I: Lecture and lab

  PHY 133- General Physics III: Lecture and lab
  

• Sophomore physics:

  PHY 234-Introduction to Electromagnetic Radiation & Special Relativity: lecture, lab and activity

• Freshman Experience: 

  SCI 1020.A-First year experience

• Research Courses: 

  PHY4000- Independent studies

  PHY 4601- Senior Project

  PHY4602-Senior Project

•  Elementary educators:

  PHY 2120- Physics Concepts and Activities

  Courses at CU Boulder

  • Principles of Electricity and Magnetism 2

  Courses at U. of Minnesota

  • Physics by Inquiry
  • Best Practices in College Physics Teaching
  • Physics for Scientists and Engineers (II)
  • Physics for Non-Science Majors (I)