Selected Writings
These recent essays and reflections explore the themes of contemplative pedagogy, identity in STEM, silence and attention, and the evolving landscape of teaching and learning in the age of AI.
Listening to Silence: A Practice for Physics Classrooms
On inviting students into stillness, sound, and attention as part of a contemplative learning environment.
In preparation
[Read more →]
The Courage to Be Wrong: Creating Space for Growth and Inclusion in Physics Education
This reflective essay explores how reimagining mistakes in physics education can foster deeper learning, student courage, and a more inclusive classroom culture.
Medium
Where’s the Line? A Classroom Activity on Ethical and Constructive Use of Generative AI in Physics
This article describes a classroom activity that engages students in evaluating a range of AI-assisted scenarios to develop ethical awareness, clarify boundaries around academic integrity, and reflect on how generative AI can support meaningful learning in physics.
Submitted for publication in The Physics Teacher
Reflections of Cultural Wealth: Exploring Identity in Physics through Photo Elicitation
This article presents a photo elicitation project in which physics students use images and narrative to explore their identities, revealing how contemplative approaches can affirm cultural wealth, foster belonging, and deepen engagement in STEM education.
Submitted for publication in The Physics Teacher
On the Inner Work of Physics Problem Solving: A Dialogue with a Cognitive Science Student
This essay explores how physics problem solving can cultivate metacognitive skill, emotional resilience, and cognitive agency. Framed through a year-long dialogue with a cognitive science student, it highlights the psychological depth of learning in physics and the power of reflection in navigating challenge, confusion, and insight.
Medium
Contemplating Electromagnetic Phenomena in Lived Experience Through Somatic Meditation
This study introduces a contemplative practice designed to reconnect students with the experiential dimensions of electromagnetic theory, revealing how somatic meditation and reflection can deepen conceptual understanding, interdisciplinary insight, and intrinsic motivation in undergraduate physics.
The Physics Teacher, 61, 113-117 (2023)
Classical Physics and Human Embodiment: The Role of Contemplative Practice in Integrating Formal Theory and Personal Experience in the Undergraduate Physics Curriculum
This paper explores how contemplative practices—such as sensory meditation, contemplative videography, and reflective writing—can support students in bridging the gap between formal physics concepts and their own embodied, lived experience.
Journal of Contemplative Inquiry, 5(1), 87-106 (2018)