It has been well established in the literature for over two decades that an interactive engagement approach, otherwise known as active learning leads to higher learning gains for students [1]. With this in mind I ensure that my lectures involve many interactive elements forcing students to think critically about what they are learning. I also ensure that I inform students

To support the steady increase in student numbers in Physics 1A over the years I introduced another lecture stream to help students in their learning by developing engaging online lecture content. Having researched the effectiveness of online teaching by using concept inventory tests to measure learning gains of students in another of my online courses I found they compared

In session 2 2013 I introduced a completely new online inquiry-based, introductory physics course, called “Everyday Physics”.  The course now runs three times per year. This course is a popular elective, on average attracting 200 enrolments per session. An example of an unsolicited email about this course is:

It is very easy for the small number of physics majors to get lost in the large crowd of first year students. Learning outcomes are improved by fostering a sense of community and developing a strong learning cohort [1]. In 2011 I introduced a separate course for first year physics majors in second semester, PHYS1241, (Special) Higher Physics 1B. By separating out the

I enjoy finding technological solutions to problems. I have notices that when managing teams of tutors and students I tend to send out the same email at the same time each term. I tend to look through previous sent emails rather than writing these out each term but this takes a little time and it can make it hard for someone else stepping into my role to know what to do when.

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