The California Tech [email protected] VOLUME CXVII NUMBER 18 PASADENA, CALIFORNIA TECH.CALTECH.EDU MARCH 31, 2014 Interview: Prof. Alan Weinstein on Teaching and the Honor Code Kayané K. Dingilian, ARC Representative Alan Weinstein discusses teaching and Honor Code KAYANÉ K. DINGILIAN room and spending class time ARC Representative on questions, class work, group work, or a combination Professor Alan Weinstein, of these. professor of physics at the California KKD: As a professor who Institute of Technology, is well- is dedicated to teaching, what known for his work on the LIGO do you think of the Honor project and also for his dedication Code? to teaching undergraduate physics AJW: The Honor Code students. I was privileged with the means that everyone gets to opportunity to interview and ask treat each other fairly and as him several questions on teaching responsible adults. I’m hoping and the Honor Code. that students feel that sense of KKD: Prof. Weinstein, what responsibility and treat each inspired you to teach physics? other with the respect that it AJW: It’s always been clear implies and demands. For me, to me that physics, especially the Honor Code simply means fundamental physics, is the that I don’t have to worry (and crowning achievement of the I don’t) about cheating. I also human intellect. We’re trapped by know that because physics senses and human experience, but is such a difficult subject, it’s physics is a great deal about trying encouraged for everyone to to get beyond. In fundamental collaborate. Of course, your physics, the study beyond human grades have to reflect your -Kayané K. Dingilian experience, such as of the very own understanding and work, small and the very large, takes us Prof.AJW: Alan When Weinstein, teaching professorcourses ofAJW: physics There at werethe aCalifornia few things, Instituteplaces have of Technology,tried other things is well- and the Honor Code ensures us far from our comfort zone. I find knownlike the forfirst his two work years on of thephysics, LIGO not project any one and particular also for incident. his dedication such as tosmall teaching groups, hands on, that we can combine collaboration that kind of challenging discovery undergraduateI try to keep everyone physics as engaged students. First, I wasdoing privileged research in with physics, the opportunitycomputer oriented to interview activities, and etc. askwith an honest assessment of each to be inspiring. himas possible, several and questions one key wayon teachingof you’re and surrounded the Honor by incrediblyCode. Those are probably necessary student’s understanding. I think KKD: How do you make physics doing that over the years is not to smart people, and I learned from for big schools that have large the Honor Code is a wonderful inspiring for your students? KKDthrow: Prof.too much Weinstein, work at the what “poor inspired working you with to them. teach This physics? made a classes, but here at Caltech, we’re thing and I hope it continues to AJW: Teaching physics is hard; Caltech undergraduate.” In Ph12b, big impression on me. Second is the still hanging on to the lecturing thrive at Caltech. there’s no easy way through it. AJI’mW using: It’s problemsalways outbeen of the clear book to meappreciation that physics, of difficult especially turns and fundamental approach. I don’t physics, know howis the long KKD: Thank you, Professor It’s not just full of mathematical crowningfor assignments achievement – people ofknow the humandead ends, intellect. and the We’rewasted trappedhours it bywill senses last, but andI hope human people find Weinstein, for the interview. equations, but it also has complex experience,what to expect. but It’s really physics important is a greatone dealmight aboutspend ontrying a challenge to get beyond.it rewarding, In fundamental especially physics,when In closing, is there something ideas with which we’re not very thethat study assignments beyond and human grades experience,be before making such asprogress. of the veryMore small the lecturerand the can very answer large, students’ takes usinteresting about yourself you familiar. It’s best to prepare people farfair from to everyone, our comfort within zone.students’ I findthan that anything kind elseof challenging what impressed discovery questions. to Otherwise,be inspiring. you might would like to share with us? for that complexity, so I try to expectations. In the end, you want me about physics was how deeply as well watch a video. AJW: All my life I have managed prepare students at the beginning to share your enthusiasm on the one can understand the properties KKD: Where do you believe the to be within biking distance of of a class on the mathematical KKDbeauty: How of physicsdo you as make a subject. physics of inspiringphysical systems, for your perhaps students? even teaching of physics is headed in the work; it’s 3 miles from my home extent of physics and how it can AJMyW: enthusiasm Teaching for physics the subject is hard; as more there’s than no the easy human way structure. through I future?it. It’s not just full of in South Pasadena. The morning expand our mind. mathematicalthe lecturer in front equations, of the room, but itlike also to hastell people complex that “weideas know with whichAJW: we’reIt is certainly not very true thatfamiliar. we commute is, for me, a wonderful KKD: And for Ph12 specifically? It’sexhibiting best to a preparegenuine love people for the for thatmore complexityabout the structure, so I try of tothe prepare all have students different learning at the styles beginning and opportunity to think about the of a classsubject, on theshould mathematical hopefully stars extent than ofabout physics the structure and how of it gettingcan expand prepared, our of mind.interest and things that make me happy: my help students handle the our little brother.” motivation. I’m sure there’s no “one adorable family, all my personal KKD: Andchallenge for Ph12 of learning specifically? the KKD: How do you see the size fits all” method to optimally good fortune and joys, and of In this issue complicated material as teaching of physics change over educate students. It’s clear from course, how physics makes all AJW: Whenthe teachingcourse progresses courses likethe years?the first two years of physics,attendance I try to in keep classes everyone such as Ph12 as the phenomena around me more engagedand as becomes possible, even and more one keyAJW: way The of doing teaching that of overphysics the that years many is students not to choose throw to too learn much organized and comprehensible. If work atchallenging. the “poor Caltech undergraduate.”is definitely undergoingIn Ph12b, I’mmajor using from problems the book or out video, of andthe that’s book Ifor have to drive to work for some KKD: Was there an changes. The paradigm that we’ve okay if they learn better that way. reason, I often arrive cranky and NEWS event that had an impact on seen is the lecturer getting up and In the future, I imagine we’ll go in a less charitable mood; you’ll New events from you as a student in physics? speaking to the students. Many towards more learning in the dorm probably be able to tell! the Caltech Y3 News briefs from around the globe FEATURE Helping readers burst out of the Caltech bubble A preview of Gobble Up Stories4 Need to know < 100 words about the world this week – topics sorted from good to bad by The Tech Eds FEATURE Spanish journalists freed 2 journalists held for 6+ months in Syria arrived back home in Spain [CNN] Nailen reviews Kindly Bent to Couple wins lottery again 3-time lottery winners have claimed more than $1 million in prizes [FOX] Free Us 5 Smoking ban effective 10% reduction in premature births and severe asthma reported [CNN] More found safe in WA 30 people missing, down from 90 when WA mudslide first occurred [TIME] HUMOR Sudanese seek refuge 1 million South Sudanese have fled from violence in area since Dec. [BBC] A new comic from Audrey 8 N. 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