Case For Promotion 2016

Case for Promotion, Pete Schwartz Promotion Application 2016
Part of Pete Schwartz’s 2016 application for promotion

Teaching: I have introduced novel teaching methods in all my classes. As I explain in my student evaluation and teaching statement, for the past three years, I’ve actively studied the student experience. In the past three years my student evaluations have increased and are now at or above the department average. Additionally, a manuscript describing my students’ novel learning model has been provisionally accepted for publication in The Physics Teacher.

Introductory physics classes taught since Fall 2007:

  • PHYS-141, Basic Mechanics: 14 lectures
  • PHYS-132, introduction to oscillations, waves, thermal, optics: 2 lectures + Labs, and 2 supporting Labs only
  • PHYS-122, Basic Mechanics: 1 lab
  • PHYS-133, Basic Electromagnetism: 1 lab
  • SUSTAIN joint PHYS-131/121: 3 classes
  • SUSTAIN joint PHYS-132/122: 2 classes

Upper-division physics classes taught since Fall 2007:

  • PHYS-211, Modern Physics 1: 2 lectures
  • PHYS-340, Quantum Lab 1: 2 lectures, 6 laboratories
  • PHYS-341, Quantum Lab 2: 1 laboratory

Classes related to Energy, Society, Environment, Poverty taught since 2007:

  • PHYS-310, Physics of Energy: 4 lectures
  • PSC-320, Energy, Society, and the Environment: 7 lectures, 15 activity sections
  • PSC-391/UNIV-391/HNRS-391, Appropriate Technology for the World’s People: 9 lecture/discussions
  • PSC-392/UNIV-392/HNRS-392, Appropriate Technology for the World’s People, Design: 9 Lecture/shop
  • Guateca two-month collaborative summer school in Guatemala which included
    • 2 additional classes/shop of UNIV-392, and
    • 2 classes of joint PHYS-310/PSC-320
  • CRP-410: Fall 2010 supporting Community Planning Laboratory, “Climate Action Plan:” with instruction on energy analysis

Innovations/contributions

  • PHYS-141 Introduction Mechanics:
    • Student centered, activity based learning.
    • ~ 100 online videos freely accessible via Youtube, Playposit and via the class websites.
    • pioneered use of OpenStax free, online textbook. Presently introducing our own free online textbook in Fall, 2016.
    • Two group projects using video technology such as this ballistics pendulum video.
    • Involved two students as learning assistants every day in a total of 3 sections winter and spring of 2016.
  • Energy Classes (PSC-320 and PHYS-310). Developed curriculum of about 50 online videos, freely accessible via Youtube, Playposit and via the class websites.
  • Introduction of group projects for introductory physics classes, energy classes, and appropriate technology classes. Students work in groups to make a video illuminating a physics phenomenon, report to the class about a promising energy technology, study a community of people, or develop a technology to help a community of people.
  • PHYS-132 Introduction Waves, Optics, Thermal: Rewriting of laboratory, requiring students to determine procedure.
  • Quantum Lab: Replaced some labortory written reports with computer projector presentations to stimulate discussion and better prepare students for giving talks
  • Spring 2013, attended ME-211 (Statics) and ME-212 (Dynamics) to better understand the application of basic physics in engineering education
  • Spring 2011, attended Agricultural Business (AGB-450) with Steven Slezak and mentored two student groups dedicated to collaboration in San Pablo, Guatemala connected to the Guateca intercultural summer program.
  • June 2012, initiated formal collaboration with permaculture workshop community in Quail Springs, CA as co-instructor for permaculture design course.
  • Active engagement with Cal Poly’s Online Education Resources (OER) community with online videos, a textbook, and authored book chapter, supporting two CSU initiatives.

Other

Scholarship: In 2006, I switched fields from Nanotechnology to Sustainability. My scholarship is a mix of technical research and physics education research. Our research group explores empowering technologies for the global poor as well as more effective ways to use electricity in industrialized countries generated from variable distributed renewable energy sources not connected to the grid. In physics education, I have introduced a new teaching method for introductory physics education that involves the development of open online resources. Lastly, part of my research is to adapt a new interdisciplinary research model across many departments and entities on and off campus. For instance this past summer I co-advised 18 students with several other faculty members and outside businesses. Some of the research projects and research students carried over from my classes. Additionally, I have involved students interested in education research as well as employment opportunities at the SLOMakerSpace.

Scholarly activity since 2007

  • Nanotechnology: 1 refereed publication done with a Cal Poly student.
  • Sustainability: 3 refereed publications published, 1 publication submitted, 5 white papers, 2 invited book chapters, 3 active patent applications.
  • Physics Education Research: 1 manuscript provisionally accepted for publication, 1 book chapter accepted for publication
  • 12 student coauthors on refereed publications since 2007; 10 additional students on manuscript under review
  • 21 mentored senior projects and 2 masters theses: 1 nanotechnology, 1 physics education research, 19 sustainability and renewable energy
  • 17 grants totaling $386,000 (ex: $167,000; in: $219,800)
  • 8 provisional patents filed, 1 patent issued, 4 abandoned, 3 still active
  • Summer 2016 initiated a research community with 3 other faculty, 20 students and 5 independent companies.
  • With 3 other physicists, coordinated two “physics of sustainable energy” conferences in Berkeley in 2008 and 2011. Each conference resulted in a book on which I am a coeditor.

Service/University Citizenship: My service is focused on campus-wide promotion of sustainability, interdisciplinary collaboration, and equity advocacy; building a coordinated, more progressive, more accepting Cal Poly. Additionally, I provide a service to students who fall outside of the mainstream interests of their departments by providing advice, research opportunities, and direction to others in my network. Increasingly, I find students who for a number of reasons do not want to continue down the standard paths especially for physics, engineering, and business. These students often find meaning in either technical applications dedicated to environmental sustainability and equity, or emerging fields addressing complicated challenges that require interdisciplinary approaches. Lastly, I provide students interested in a future in education with guidance, research opportunities, and employment opportunities through my connection with the SLO MakerSpace.

Physics Department

  • Search Committee Support: Participation in presentations, interviews, discussions, and providing special support and/or discipline expertise
  • Evaluation of junior faculty: I meet and discuss evaluation after each classroom observation to offer support
  • Support junior faculty: Attend weekly meetings for introductory classes and provide resources
  • Faculty equity advocate: I voice concerns for non-tenured faculty and work with the physics department chair to better meet their needs.
  • Faculty advisor for physics majors, in particular providing guidance for students not dedicated to physics graduate school
  • Regularly support physics department open house activities, participate in fall retreats
  • April 2014, PHYS-121 Textbook Committee
  • Periodically fill in for colleagues when they are absent

University

  • Cal Poly’s Student Experimental Farm since 2014, supporting activities for about 40 students including two-hour weekly meetings/work days
  • SUSTAIN Core Professor, Collaborative interdisciplinary integrated initiative, 2009 – 2013, 2015
  • Supporting renewable energy projects since 2007 and the recent plan to invigorate Cal Poly’s Renewable Energy Institute.
  • Served on Sustainability Subcommittee for Cal Poly’s Master Plan, 2014
  • Consortium to Promote Reflection in Engineering Education (CPREE) discussions each month 2015-2016
  • 2010 – 2016, weekly meetings for university community building. Initially with SUSTAIN, then with weekly workshops and CPREE
  • RPT Sustainability Addition (2013) – organized physics department to revise the COSAM Guidelines to include societal and environmental contributions, and submitted the results to Dean Bailey
  • Summer 2013, I provided connections and support for a mechanical engineering project group to Guatemala with Brian Self
  • In response to faculty concerns about shared governance, I set up and maintain a dedicated website.
  • In response to impending strike in spring of 2016 provided educational website and mobilized faculty for a peaceful and educational demonstration strategy.
  • January 23, 2014, Cal Poly Veritas Forum for Faith, Science, Altruism, I presented the athiest perspective to 1000 from Cal Poly’s community

Local Community

  • SLO MakerSpace: founding board member since 2013, providing access to Cal Poly students to resources for projects and internships. Three students were employed during the summer full time to direct and teach in a summer camp for kids (one in 2015, two in 2016).
    Evan Johnston.png
    Evan Johnston (physics graduate 2015, education masters 2016) coaches kids in the summer of 2015 and is now a full time physics teacher at Paso Robles High School
  • Bicycle safety advocate: Working with the SLO Police Department to educate police and citizens about bicycle safety, mostly through videos.

Global Community

  • Guateca: 3 trips (2010 – 2012) to Guatemala with a total of 36 Cal Poly students and ~ 36 Guatemalan students. Total budget ~ $110,000
  • AidAfrica Uganda Nonprofit supporting village with cooking, water, food, and medical attention: Collaboration starting 2015, four students spent a month in Uganda learning about village life and introducing our new stove technology.
  • Practivistas, summer 2013, two weeks in Dominican Republic one week in Guatemala with an appropriate technology intercultural field school
  • Nov. 25, 2008. Presentation Addressing the Organization of American States, Washington, DC: Appropriate Technology efforts at Cal Poly

Student Futures Outside Department Mainstream October 20, 2016, several faculty answered Stamtis Vokos’ invitation to act on a J-TRUPP (Joint Task Force on Undergraduate Physics Programs) report dedicated to better preparing physics majors for professions that the majority will ultimately have – jobs outside of academic research and teaching. While I am pleased and committed to support this improvement, I have been providing this valuable service to our physics majors since I transitioned from nanotechnology in 2007. I make a point of non-mainstream occupations when I give talks, for instance for Dr. Klay’s seminar. Not only do I provide information and direction to students seeking guidance, I conduct research and employ students applying physics expertise outside of traditional physics fields. Every year, several students approach me because they no longer want to go to graduate school for physics and lack direction and/or the opportunity to dedicate themselves. Many of them are unaware that they have something to offer with their technical knowledge. I often provide motivation, or provide direction of study, or introduce them to someone doing something they will find meaningful, or directly involve them in my research. Through the energy and appropriate technology classes, students from other majors find this opportunity as well. Students often express gratitude because they’d become intimidated or disillusioned with science, engineering, or business fields, and see that working toward sustainability or global equity is not only rewarding, but is in considerable demand.

Other