Over the years I've worked both in the classroom and one-on-one with students of many ages and levels, mostly in physics and math, but also in Spanish, and reading.
Through the Trent-Queen's Concurrent Bachelor of Education (B.Ed.) program, I formally became a qualified teacher in Ontario, Canada in 2006, specializing in the intermediate/senior levels, with physics & mathematics as my teachable subjects. You can find my entry on the Ontario College of Teachers website here.
I worked for a year at a small, independent boarding school in Lakefield, Ontario, both in the residence program but also as a part-time teacher of grade 10 Science. I have also worked part-time as a supply teacher at both the elementary and secondary levels in the Ottawa area between 2007 and 2008.
In 2008 I decided to pursue a graduate degree in physics at Carleton University knowing that I would come back to teaching, in some form, at a later time in my career.
For the majority of my time as a graduate student at Carleton, and part of my time as an undergraduate student at Trent, I was employed part-time as a teaching assistant in courses such as first-year calculus, physics for elementary teachers, introductory quantum physics, and an introduction to electricity & magnetism for first-year engineering students.
For the summer 2017 & 2018 terms I was a lecturer for an M.Sc.-level experimental particle physics course at Ludwig-Maximilians-Universität in Munich. My lectures focused on the experimental signatures of the top quark, its role in the context of the Standard Model, and how top quarks can be used in the LHC experiments' datasets to look for hints of new physics.
Through our involvement in the ATLAS experiment, we sometimes have the opportunity to share information about the work we do to other students or to the general public.
In May 2015 I prepared a set of slides for a local high school physics class that came to visit Carleton (screenshot right).
In February 2014 I gave a presentation on my research at the Winter Nuclear and Particle Physics Conference in Banff, Alberta, Canada and was awarded first prize for best overall student talk.
The title of my talk was:
"Top Quark Mass Measurement in the 'All-Hadronic ttbar Channel' Using ATLAS p-p Collision Data @ √s = 8 TeV"
The screenshot to the left shows a sample slide from the talk.
One aspect of teaching I particularly enjoy is putting together material in a visually appealing and approachable way in order to summarise a particular concept. Above are a few samples images I made using Keynote to demonstrate (part of) the concept of radioactive decay via the weak force.
The style of the images is similar to that used in my Introduction to Collider Physics.
I first got involved with rowing in high school in 1999. For three seasons while an undergraduate student at Trent University I coached a competitive novice women's 8+ crew. I have also coached women's competitive rowing at Lakefield College School and Queen's University and spent one full summer (2003) coordinating all recreational rowing programs at the Peterborough Rowing Club – a role which included the planning and instruction of all adult and junior learn-to-row programs.
Through a program called Dynamic Opportunities for Youth I coordinated a set of lessons aiming to teach at-risk youth in local Peterborough high schools how to row with no prior exposure to the sport.
For a summary of my roles as a competitive rowing coach see the relevant section in my CV.
Examples of Teaching Resources
Below are a set of chapter summary sheets I prepared for a first-year undergraduate physics course at Carleton University entitled Introductory Electromagnetism & Wave Motion – a calculus-based course which was targeted to engineering students. The summary sheets were not exhaustive in terms of the chapter content, but were meant to highlight some of the areas proving the most difficult for students (based both on student feedback and on my own personal observations from previous years). I originally prepared the sheets for the Teaching Assistants (TAs), since I was responsible for the design, production and distribution of all term tests as well as their solutions, and these summary sheets were therefore produced to help TAs know some of the areas to best focus on during tutorial sessions. Over the course of the term a number of the students that I worked with in a drop-in centre asked for copies of these summary sheets. The .pdfs are available by clicking on the links below.
In addition to the tests, their solutions, and the summary sheets, I also prepared a set of additional warm-up problems and their solutions for TAs in each section using LaTeX. An example is shown below together with a link to the .pdf file.
Photo credits: Christina Nick (upper, black & white), Ashley Holmes (lower, coaching photo)