Curriculum Vitae
Boye M. Odom Physics and Astronomy 11/27/2013
Educational History
M.S., Physics, University of Texas
at El Paso, 1981
Thesis results published: B. M.
Odom and D. E. Bowen, Ultrasonic Absorption in Lithium-Methylamine Solutions,
Journal of Physical Chemistry, 88, 3904(1984)
B.S., Physics,
University of Texas at El Paso, 1978
Additional graduate
hours, University of Texas at Austin, 1981-1983
Employment
History
2001-Present Director
of Regener Laboratories, Department of Physics & Astronomy, University of
New Mexico
2013-Present Principal
Lecturer, Department of Physics & Astronomy, University of New Mexico
1998-2013 Lecturer II, Department of Physics &
Astronomy, University of New Mexico
1997-1998 Visiting Lecturer, Department of Physics
& Astronomy, University of New Mexico
1986-1997 Instructor of Physics, Albuquerque Technical
Vocational Institute (now Central New Mexico Community College)
1981-1983 Teaching Assistant, University of Texas at
Austin
1978-1981 Teaching Assistant, University of Texas at
El Paso
Professional
Recognition, Honors, etc.
Teaching Allocations Subcommittee
Award for ÒEnhancing Physics Laboratories with Core Concepts in Physics CD
(2002)
University of New Mexico
William P. and Heather W. Weber
Award for Teaching Excellence (2008) University
of New Mexico
Workshop
and Conference Participation
2005 AAPT
Annual Meeting (Albuquerque)
2003 Introductory
Calculus Based Physics Conference (Arlington)
2000 Site
Visit to University of Washington Physics Education Group (Seattle)
1999 New
Mexico Collaborative for Excellence in Teacher Preparation Conference
1999 AAPT
Summer Meeting Workshops:
Tutorials,
Part I
Tutorials,
Part II
Just
in Time Teaching
Interactive
Lecture Demos
1998 Site
Visit to NCSU to study SCALE UP program and WebAssign
(Raleigh)
1998 AAPT
Chairs Conference on ÒBuilding Undergraduate Physics Programs for the 21st
CenturyÓ
(Arlington)
1998 Introductory
Physics Conference III (Waves)
1997 Introductory
Physics Conference II (Electricity, Magnetism, Optics)
1996 Introductory
Physics Conference I (Mechanics)
1993 Microcomputer-Based
Lab Workshop II
1993 Conceptual
Exercise/Overview-Case Study Workshop II
1992 Conceptual
Exercise/Overview-Case Study Workshop I
1991 Microcomputer-Based
Lab Workshop I
On Teaching
I have long enjoyed
the challenge of being able to describe or present physical ideas to students
in a way that they can understand and then to watch the Òlight bulbÓ turn on. Having
taught many students at the introductory level, however, I have learned several
things. I have learned that good lectures coupled with good lecture notes and
compelling physical demonstrations do not always result in the learning of
certain concepts by my students. Through my exposure to the results of physics
education research, I have learned techniques or pedagogical approaches that
can increase student learning as measured on certain conceptual diagnostic
tests. I have experimented with several of these PER based approaches and had
some successes.
Clear articulation
of ideas is desirable. Implementing various active engagement strategies to
improve student conceptual learning is valuable. What is most important,
however, is something different from a good curriculum and well-researched
pedagogy. The most critical element – and it is no surprise - is the
teacher. It matters how I, as the teacher, connect with my students that makes
learning physics the rich and valuable human enterprise that it should be. It
is as a teacher that I can convey to the students the idea that learning
physics is a worthy human endeavor.
Ideally, a teacher
can make the subject interesting to students. Realistically, however, not all
students will find physics interesting. More than that, it is simply not
possible for me to teach - or for my students to learn - everything that I
think they should learn in an introductory course. Therefore, just as important
as the details of what is learned is the metalesson
that the
subject can be learned! Once
a student understands that he or she can
learn something in an area, the student has obtained a skill or an attitude
that will be valuable for a lifetime of learning. It is the teacher who can
build experiences that let a student find out that a subject is learnable.
In order to build
these experiences, it is necessary for the teacher to connect with the
students. It is necessary for the teacher to actually care about the students.
Yes, it is necessary to care about their learning of certain material, but more
than that to care about them as people. As the adage goes, ÒPeople donÕt care
how much you know until they know how much you care.Ó Students are great
discerners of whether a teacher genuinely cares about them, about their
learning, or even about the course itself.
In my current role
as Director of Regener Laboratories, I supervise the Graduate Teaching
Assistants (TAs) who teach the introductory labs. I have spent a good deal of time
and effort to provide them top-notch laboratory workbooks that include many pedagogical
innovations. But I realize that the TAs, not just the curricula, are critical for student learning and success. Therefore,
much of my ÒteachingÓ is done by spending time with my TAs and helping them in
any way that I can. This is one of the motivations for my seminar. TAs are the key for the success of my labs. They are the ones
upon whom I must rely to reach the students in the introductory laboratories.
Classroom Teaching
Albuquerque TVI (Central New Mexico Community College)
Fall 1986 Physics 160
Spring 1987 Physics 160 (2)
Summer 1987 Physics 160; Math
120 (2)
Fall 1987 Physics 160 (2); Math 120 (2)
Spring 1988 Physics 160; Math 120 (4)
Summer 1988 Physics 160; Math
(2)
Fall 1988 Physics 160 (2); Physics 151;
Physics 102; Physics 153L/163L
Spring 1989 Physics 160 (2); Physics 102; Physics 153L/163L
Summer 1989 Physics 151; Physics
102 (2); Physics 153L
Fall 1989 Physics 160; Physics 151;
Physics 102; Physics 153L
Spring 1990 Physics 161; Physics 152; Physics 151; Physics 154L;
Physics 153L
Summer 1990 Physics 160; Physics
102 (2)
Fall 1990 Physics 262; Physics 161;
Physics153L/163L
Spring 1991 Physics 262; Physics 152; Physics 151; Physics 153L
Summer 1991 Physics 160; Physics
152; Physics 102; Physics 153L/163L
Fall 1991 Physics 161; Physics 160 (2);
Physics 152
Spring 1992 Physics 262; Physics 161; Physics 160 (2)
Summer 1992 Physics 161; Physics
102; Physics 154L
Fall 1992 Physics 262; Physics 161;
Physics 154L; Physics 153L/163L (2)
Spring 1993 Physics 262; Physics 152; Physics 154L; Physics
153L/163L (2)
Summer 1993 Physics 151 (2);
Physics 153L (2)
Fall 1993 Physics 262; Physics 151;
Physics 154L; Physics 153L/163l (2)
Spring 1994 Physics 262; Physics 151; Physics 154L; Physics
153L/163L (2)
Summer 1994 Physics 151 (2);
Physics 153L
Fall 1994 Physics 151 (2); Physics
153L/163L; Physics 153L (2)
Spring 1995 Physics 151 (2); Physics 153L/163L (3)
Summer 1995 Physics 151 (2);
Physics 153L/163L
Fall 1995 Physics 151 (2); Physics
153L/163L (3)
Spring 1996 Physics 151 (2); Physics 153L/163L (3)
Summer 1996 Physics 153L/163L;
[Physics 151 (2)?]
Fall 1996 Physics 151 (2); Physics
153L/163L (3)
Spring 1997 Physics 160; Physics 151 (3)
Summer 1997 Physics 161; Physics
160; Physics 151
University of New Mexico
2001 Spring General Physics 160 140 students
2000-Present Spring and Fall Physics 452 (TA Seminar) 6-10 students per semester
Curriculum
Development or
Teaching Administrative Positions
2000-Present Director of Regener
Laboratories
A
Director of Regener Laboratories I am responsible for all aspects of the
introductory physics labs that serve on the order of five hundred students each
semester. I have completely revamped our introductory lab program. Significant
changes in pedagogy and laboratory workbooks are detailed elsewhere. I am
responsible for the conduct and operation of the laboratories including these
academic, administrative
and logistical/technical components:
Academic responsibilities
-Set the overall
tone of the labs
-Establish the
curricula for all introductory labs
-Ensure the
integrity and fidelity of the physics in the laboratory workbooks
-Set the syllabi
and schedule of topics
-Establish the
grading and attendance policies
-Assess the
effectiveness of lab instruction
-Train and coach Graduate
Teaching Assistants via seminar and personal contact
-Ensure that the
TAs understand the topics and concepts in the labs
-As primary
instructor for all lab sections, maintain a permanent record of student scores,
attendance and semester grades
-Advise students in
terms of prerequisites for labs and which labs are appropriate
-Set permissions
and overrides for students as advisable
-Help students with
questions on experiments, physics concepts and lab reports
-Coordinate labs
with lectures to the extent possible
-Give occasional
lectures or demonstrations for various student groups
-Stay current with
trends in physics teaching and in technology
Administrative responsibilities
-Interview incoming
graduate students to determine their suitability for teaching
-Devise a teaching
schedule with appropriate TA assignments
-Coordinate TA lab
preparation
-Advise
undergraduate students on registration issues or any question regarding the
labs
-Maintain a
ÒstorefrontÓ for the labs for faculty, TAs and students
-Act as department
liaison for the labs to other constituencies on campus and in the community
-Facilitate
learning experiences for off campus student groups who visit the labs
-Maintain a website
for the labs
http://physics.unm.edu/Regener/Lab/
Logistical/Technical responsibilities
-Set up and
maintain about 35 networked computers in the labs
-Coordinate all
physical resources related to the labs. This includes ordering new equipment or
having it fabricated, updating hardware and software, repairing or arranging
the repair of equipment, organizing the stockroom of lab equipment.
-Maintain lab
supplies
Service
University Service
2013 Wrote the 2013
Core Course Assessment Report
2013 Chair
Introductory Physics and Astronomy Committee
1999-2013 Member (and
chair) of the Regener Hall/Service Course Committee
2007-2008 Member of
the team which developed our Core Course Assessment
plan
2008-2009
Coordinated Core Course Assessment and wrote the 2009 Core Course Assessment
Report
2000-Present
Coordinate and maintain assessment of student learning in labs
2007 Provided Lab
upgrade and assessment information for department review associated with
accreditation
2002 Chair of the committee to
hire Lecture Demonstration Coordinator
1999-2000
Participated in writing NSF grant proposals
2000 Served on NSF
Review Panel
I have hosted
physics education speakers for our department colloquia.
I have given
periodic lecture/demonstration talks to various high school and middle school
student groups and even once to a Native American pre-school group to spark
their interest in science.
I have facilitated
lab experiences for high school student groups.
I have facilitated
various projects for engineering students by lending them equipment and giving
them advice on probeware and software.
I have facilitated
students who put on the OSE Science & Technology Day at Expo New Mexico.
I have advised SIPI
regarding their physics labs.
I have advised and
facilitated GK12 Fellow, Alim Haji to bring
interesting physics to middle school teachers and students.
http://www.soe.unm.edu/Community/GK-12/index.htm
I served as the
faculty mentor for Robert Edmonds on his Undergraduate Research project (2005).
His work was highlighted in a poster ÒImages of a TornadoÓ presented at the UNM
Undergraduate Research and Creativity Symposium. Robert received an award for
his project, and continues to pursue his passion as noted in the Albuquerque
Journal, September 18, 2012.
I helped David Scarpetti and Nick Joseph, on a project ÒA New Class of
Rubber RefrigeratorsÓ and helped them put the poster together for presentation
at the Undergraduate Research Symposium. (2007)
I am the faculty
advisor for the chartered student groups Renovate and Israel Alliance
Community Service
Member of Communion
Board at my church
Member of Challenge
MenÕs Leadership Team
Member of CareTeam for two different missionaries (Team leader for
one)
Host and Lead home Bible
study
Past president and
vice president of Supper Rock Neighborhood Association