November 2024: Archana Dubey

About Archana

Getting into physics was actually a happy coincidence! My father, a microbiologist in academia, suggested I take physics as a major. I have seen the dedication that he and my mother (also a devout educator) have given to their work. I always knew that I would be teaching since that was something I felt came to me naturally; there were no two ways about it. As time went on, this happy coincidence proved itself in my commitment towards teaching and learning physics. Everything new that I learn in physics is an exciting step forward. 

The AAPT proactively and successfully disseminates knowledge of physics teaching and learning. It became evident that being a part of the AAPT community was an inherent part of being a physics teacher. Being an AAPT member kept me aware of opportunities and information related to teaching physics, my own teaching greatly and continuously transformed over the past several years. 

I teach large enrollment classes in studio- and lecture-mode format. I lead the development of Personalized Adaptive Learning (PAL) for algebra-based introductory physics courses. I initiated this project in 2018-2019 in collaboration with the Center for Distributed Learning (CDL) at UCF. This project has been supported by several internal grants. Several colleagues have also supported and joined the efforts. One of the most important features that attracted me to the need and initiation of PAL in these courses is its primary requirement for students to first read the content and then answer the follow-up assessment questions. It is important to get students involved in academic reading to improve reading comprehension and for in-depth learning. The PAL assignments are structured as focused lessons interrelating prerequisite and remediation relations. Once opened, these assignments are available for students to work on until the day of the final exam, which allows students flexibility to work at their own pace and in their own time. Students are also allowed multiple-attempts and submissions, which encourages perseverance, improved learning, and a willingness to learn. My aim is to make students self-sufficient and independent learners.

I realized a pressing need to accommodate students whose learning and performance are affected because time restrictions or scheduling conflicts make them unable to attend in-person classes. Several students work part- or full-time jobs when the classes are in session. To accommodate students who wish to pursue their degree without the worry of missing lectures, I developed the College Physics 1 course for Reduced Seating (RS) mode instruction with a flexible attribute, with its first implementation in Fall 2024.

There is a long list of reasons why I enjoy teaching physics. To name a few - guiding students to pay attention to the flow of topics and connecting the dots across chapters; helping them devise strategies to simplify the topics they perceive as both difficult and intricate; helping them reduce their dependence on the formula sheet and improve their understanding of the formulas; and seeing the glow on students’ faces as light bulbs go off!

It is important to create an atmosphere where students feel comfortable to ask questions, and understand that all questions are welcome and relevant. Interacting with students helps me identify and address the difficulties that they themselves are unable to recognize. The best part is knowing that I can learn from students in ways that inform my teaching, just as much as students can learn from me in ways that inform their lives.