Doctor of Philosphy Degree
(not completed)
Physics
Ohio University
2001-2002
Masters of Science Degree
Radiation Physics
San Diego State University
1999-2001
Bachelors of Science Degree
Physics
San Diego State University
1988-92
Masters of Science Degree
Educational Technology
National University
1996-98
Single
Subject Teaching Credential
Physics/Chemistry/Earth
National University
1992-93
Curriculum Development
San Diego State University
Center of Research in Mathematics and Science Education
National University
2000 to 2009
Teaching: At SDSU, I taught 12 sections of Calculus-based Physics 195, 196, 197 for engineering and physics majors, 25 sections of Algebra-based Physics 180A / 180B for life science and pre-med majors and 16 sections of Undergraduate Physics Labs 182A/B, 195L, 196L and 107L. I taught 10 sections of Natural Science 412D (Physics for Elementary School Teachers), 6 sections of Natural Science 100, and Physics 201 (Speech and Hearing majors). At National University in San Diego, I also taught Beginning Algebra, Intermediate Algebra, and Linear Algebra. I taught both small classes and large classes (20 to 300 students).
Physics Research: I have worked with and done research for the Radiation Physics Research Program at SDSU since I received my Master’s Degree. The goal of our research was to diagnose small tumors using solid state edge-on detection schemes. I set-up and managed the Health Physics Summer Institute website and registration and I assisted in proofreading all the papers from the conference. I helped write research proposals, education proposals and research papers for science journals. I worked at the Edwards Accelerator at Ohio University doing research in Medical Physics.
Curriculum Writing: I was responsible for assigning, scheduling and training our graduate assistants in our undergraduate labs at SDSU. I also helped write and implement new content for our undergraduate lab curriculum. I worked at the Center for Research in Mathematics and Science Education at SDSU. I helped write curriculum for the 7th grade science students. We published a textbook that is used in California for all 7th grade students.
Francisco Bravo Medical Magnet HS (LAUSD) 2009 to 2011
I teach or have taught AP Physics, Honors Physics, Physics, Honors Chemistry, Chemistry, Astronomy, Physical Science, Earth Science, Algebra and Coordinated Science. For two years, I was a member of the curriculum committee at GUHSD in charge of in developing and implementing the Coordinated Science Curriculum. I was Science Department Chair in 1996-97 at Santana HS. I was selected to the Resource Teacher Program at GUHSD in 1996-98. I received a Carl Perkins grant of $100,000 to develop and implement a skills-oriented, school-to-career Physics and Technology curriculum at Santana HS. I was the Physics Instructor and co-coordinator for the USC Engineering and Health Academy Program at Francisco Bravo Medical Magnet HS.
Workshops, Papers, Proposals, Activities, Presentations, or Committees
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Physics Education Research
As a high school teacher and as a member of the District Coordinated Science Committee, I assisted in the creation and development of a curriculum and assessment matrix for our Coordinated Science Program. I was an integral member of this curriculum committee for three years. We were responsible for developing a state-mandated Coordinated Science Program throughout our school district of 11 high schools. I helped write the science content, performance standards and assessment as well as the curriculum matrix.
In my second year, I was nominated and awarded a two-year Resource Teacher Stipend of $10,000 to create a WebSite, Student Digital Portfolio and Physical Science Modules for my district. Utilizing Filemaker Pro, I developed an electronic database assessment for my students. This method of student evaluation encouraged students to verbally articulate their understanding of physical concepts via audio and video interviews, which were shown to all students and parents.
I was awarded a Carl Perkins grant of $100,000 to establish a new skills-oriented, school-to-career Physics and Technology class for our at risk students. The focus of this class was to provide real world experiments in the classroom that would enhance lab skills. I was responsible for purchasing the lab equipment, redesigning the classroom and writing the curriculum. After establishing the class, I had a waiting list of 400 students.
At SDSU, I have worked to reform the undergraduate algebra-based physics curriculum. I have introduced a robust 24/7 online web presence as well as established a Diagram, Reasoning and Solution assessment structure for all students. Students are encouraged to articulate their understanding through both verbal and written methodologies.
I am currently a member of American Association of Physics Teachers. I attend the yearly conference every other year. Each year, I get to observe what my colleagues are doing in their classrooms to bring Physics education to everyone. The research in Physics Education is impressive and extensive. The workshops and talks are worth the time, cost and effort for every physics teacher to attend. I am a strong advocate for research in Physics Education in a student centered environment.
USC Societally Releveant Engineering Technologies-Research Experience for Teachers (SRET-RET) program University of Southern California 2010
I was selected from a group of High School teachers to participate in this program. I was working withh Dr. Noah Malmstadt in his Microfluidic Research Lab.
Program Goals and Specific Aims of SRET-RET
The primary goals of the proposed SRET-RET program are to: (1) build long-term collaborative partnerships between LAUSD K-12 STEM teachers and the research community; (2) increase K-12 teachers’ knowledge of societally relevant engineering technologies; and (3) increase K-12 teachers’ science and technology pedagogic competence through a comprehensive collaborative USC/LAUSD professional development program that includes targeted lab-based research experience focused on societally relevant engineering science and technology and advanced lesson study. We intend to answer the following research question: What roles does comprehensive experience in societally relevant engineering research paired with research-based professional development play in teacher change and student achievement?
In the lab, I observed, and participated in microfluidics (Lab-on-a-Chip) research. Dr. Malmstadt's research aims were to discover the transport mechanism through the cell membrane. He used microchip technology to create model cells. Below is a graphic explaining Capillary action, a MicroFluidic device to detect Influenza, and my experiment with colored water being pulled up into some yarn.
National Science Foundation-Proposal San Diego State University 2003
a) NSF-Course, Curriculum, and Laboratory Improvement (CCLI) Educational Materials Development(EMD)
A proof of concept NSF-CCLI project proposal A Web-based, multi-disciplinary, top-down, application-driven undergraduate physics resource for life science and general education instructors and students.
SDSU Radiation Physics Program
Intravascular Brachytherapy Research San Diego State University 2001
a. Master's Degree Research involving various radioactive sources and geometries for use in IVB.
b. The paper was finished and sent to Medical Physics Journal for publication.
c. Classes and grades in Radiation Physics Program.
Grossmont Hospital Cancer Therapy Center San Diego State University 2000
a. Worked with a Medical Physicist performing quality control on electron/x-ray beam accelerators.
b. Performed Task Group 22 protocol and examined beam profiles.
Monte Carlo Computer Simulation Training (MCNPX) UNLV 2002
a. Intense week-long class demonstrating programming techniques for Medical Physics applications.
b. Worked on variance reduction techniques used with photon, proton and electron tallies.
Ohio Edwards Accelerator Operator (Ph.D. Program) Ohio University 2001
a. Assisted Ph.D. students and visiting scientists on neutron-nucleus interactions experiments.
b. Gained experience in electronic instrumentation(NIMS), vacuum systems (Cryo,diffusion,oil)
ion sources, beam steering (helium, Cesium sputter), and ion-beam steering and profiling.
c. Passed the Fire Safety, Accelerator Operations, and Radiation Safety programs.
d. Trained for Accelerator Operator position. Assisted maintenance repairs inside Accelerator.
e. Set-up beamlines and checked for vacuum leaks using Helium gas leak checker.
f. Changed out Cesium sputter source and helium source assembly.
Control Room
4.5 MeV Tandem Accelerator
BeamLine
Summer of Applied Geophysical Experience San Diego State University 2000
a. Performed field methods in underground imaging techniques, data acquisition and data analysis.
b. Techniques included; seismology, ground penetrating radar, magnetotellurics and
electical resistivity methods. Geophysical Theory
c. Received a scholarship from SAGE to attend this Geophysical month-long field experience.
MatLab-Navier Stikes
PDF-Check the PDF not the site
Stanford Linear Accelerator Teacher Training Program Stanford University
a. Intense two-week program designed to acquaint high school teachers with current High Energy Physics research.
b. Seminars conducted by Helen Quinn on Quantum Physics and Particle Physics
SDSU Classes Breakdown