I believe an understanding of science benefits every student, whatever their intended career, and is essential to being an informed member of a democratic society. I also believe that no one can truly understand science without doing science. So in every course I teach, students engage in the actual practices of scientists, and we place that work in its historical, philosophical, and sociocultural context, so that students come away understanding what science is and what scientists do.
My approach to teaching is informed by decades of educational research and a core belief: science literacy is not optional, and it is not only for future scientists. Every student needs to understand what science is and what scientists actually do, because those tools serve them in any career — and because a functioning democracy requires a populace that can assess claims, engage in fact-based dialogue, exercise appropriate skepticism, and interpret data effectively.
That commitment shapes how I design every course I teach. I draw heavily on the Idealized Science Framework — a research-backed model developed by Dr. Brian M. Wargo at the Idealized Science Institute — which centers the actual practices of science and mathematics: how questions get framed, how evidence is gathered and evaluated, how disagreement is resolved, and how knowledge evolves.
In practice, this means students in my courses don't just solve problems, they ask questions, make claims, engage in dialogic discourse, and are active participants in the social construction of knowledge. They encounter not just the polished results in their textbooks but the messy, non-linear, and deeply human process that led to their discovery.
My classroom is open to every student — regardless of background, identity, prior preparation, or career path. I take my obligation to inclusive teaching seriously, and I work to make sure that all students, especially those who have historically been underrepresented in physics and mathematics, know that they belong.
I welcome questions about my courses, office hours, syllabi, and research opportunities. URI students considering quantum physics or mathematical research are especially encouraged to be in touch.
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