Richard Hake
My blogs
Blogs I follow
- A Blog Around The Clock
- American Math Forum
- Bridging Differences
- Cosmic Variance
- Curious Minds
- Diana Senechal
- Diane Ravitch's blog
- Diary of a Mad Math Warrior
- Discovering Physical Science You Need to Know
- Education Advice for President-elect Obama
- Education Outrage
- Education Policy Blog: Hosted by the Forum on the Future of Public Education
- Educational Research Journals
- Eduwonk
- Grazing: Steve Ehrmann
- Higher Ed/
- I'm Not Boring You, Am I?
- International Edubloggers Directory
- Learning from Dogs
- Liberating Education
- Mano Singham's Web Journal
- Maths Education and all that!
- meaning of learning blog
- Michael Nielsen
- Now Without Hesitation
- Open Access News
- Open and Shut?
- PERticles
- Physics and cake
- Proto-Knowledge
- Quick Study
- Rough Type: Nicholas Carr's Blog
- Sabine Hossenfelder: Backreaction
- Schools Matter
- Science Thinking
- Sciencegeekgirl
- Scott Berkun
- Sherman Dorn
- Swans on Tea
- Teaching with Classroom Response Systems
- The Hannibal Blog
- The Horace Mann League
- The Technium
- think twice
- TLT-SWG
- Tomorrow's Professor Blog
Gender | Male |
---|---|
Industry | Education |
Occupation | Physicist |
Location | Woodland Hills, CA, United States |
Introduction | I researched superconductivity and magnetism at the North American Aviation in California and then, starting in 1970, at Indiana University as a Professor of Physics. There I also was assigned teaching responsibilities and became aware of the manifest failure of traditional university pedagogy to promote conceptual understanding. I have published over 80 peer-reviewed articles on superconductivity, magnetism, and education; served on the editorial boards of “The Physics Teacher” and the“Journal of MultiDisciplinary Evaluation”; been an advisor for NSF education reform programs at the University of Dallas, Harvard, and Michigan State; and am a Fellow of the American Physical Society. Since retirement in 1995 I have attempted to promulgate the “interactive engagement” methods that have been relatively successful in undergraduate physics. |