Teaching
Inspire learners to expand their potential. Encourage an attitude and climate of vulnerability, community, and growth. Model a discipline of intentional practice.
January – July 2016
Adjunct Instructor
Brigham Young University–Idaho, Department of Physics · Rexburg, ID, USA
Responsible for designing and implementing the course layouts, instruction, and assessments for several classes of 20–30 students each.
- PHYS 121: Principles of Physics 1 (Spring 2016)
- The first course in the calculus-based sequence of introductory physics for science majors, focused on Newtonian laws of motion and the concept of energy, taught with peer-instruction active learning. Average student rating 6.3/7.0.
- PHYS 220: Principles of Physics 3 (Winter 2016)
- The third calculus-based introductory physics course, teaching principles of electricity and magnetism and how they relate to Maxwell’s equations. Average student rating 5.6/7.0.
- PHYS 150: Beginning Physics Lab (Winter & Spring 2016)
- A hands-on laboratory course introducing first-year students to experimental physics, with emphasis on experimental uncertainty, statistical analysis, regressions, and simple numerical modelling. Average student rating 6.1/7.0.
Certification, 2022
Graduate Teaching and Learning Program
Faculty of Graduate Studies and Research, University of Alberta
The Graduate Teaching and Learning Program helps graduate students engage with best practices and the scholarship of teaching, learning, and course design, and supports their development as future primary instructors. Benjamin completed all three levels:
- Level 1, Foundations (25 hours)
- Level 2, Practicum (18 hours)
- Level 3, Pedagogy and Course Design (39 hours)
PHYS 111: Quantum Mechanics and You
Course design, Graduate Teaching and Learning Program Level 3, January–April 2022
For Level 3 of the program, Benjamin designed and outlined a university course in quantum mechanics for incoming first-year students from all over campus, organized in modules around quantum principles and their applications without heavy mathematical formalism. He presented the course design at the NanoCanada From Earth to Space conference in June 2022.
Despite being the center of some of the “hottest” and most disruptive advancements of the 21st century, quantum mechanics has the reputation of being sterile, esoteric, and incomprehensible for the average human being. In truth, however, many of the problems people perceive in learning quantum mechanics stem from the language used to describe it and the apparent lack of meaningful associations. This course represents an attempt to open these learning opportunities to a wider audience. It is based on the assumption that anyone with interest and dedication can appreciate and begin to learn quantum mechanics.
The culminating project is an UnEssay: students choose a topic related to the course that interests them, research it, and present their findings in a creative format. Early assignments, such as a topic-selection document assessed with a single-point rubric, scaffold students toward it.
Quantum Computing Challenges & Exploration
Workshop instructor, Quanta CREATE Student Symposium, Edmonton, August 2022
An accessible, interactive, and safe learning environment where participants can explore and push themselves in quantum computing topics. The workshop features lab challenges using IBM's open-source Qiskit software package and free interactive textbook. Participants have widely varying levels of experience, so the session is practical and hands-on: partners are paired at random and work through the challenges together.
Teaching Assistant
University of Alberta (2016 – 2023)
- PHYS 295: Experimental Physics I (2023 & 2017)
- PHYS 292: Experimental Physics for Engineers (2018)
- PHYS 372: Quantum Mechanics A (2017)
- PHYS 130: Wave Motion, Optics, and Sound (2016)
Brigham Young University (2014 – 2015)
- PHYS 245: Experiments in Contemporary Physics (2015)
- PHYS 108: General Physics Lab 2 (2014)
- PHYS 123: Introduction to Waves, Optics, and Thermodynamics (2014)
Student Feedback
Selected anonymous comments from students.
“He was always willing to help out when I needed. He provided just the right amount of guidance, in that it was the perfect balance of developing my skills individually while also being nudged in the right direction when I asked a question. Ben was very exceptional, one of the best TAs I’ve ever had. He was also available to meet outside of lab hours so that I could ask him a question, and he gave me some great feedback to improve my writing skills in a research context as well.”
“The class was enjoyable. Br. Smith is enthusiastic about the subject matter and always brought a great energy to the class. He was always encouraging and willing to help us when needed.”
“Bro. Smith was awesome. I am glad that I got to be a part of his first class ever taught. It was sweet to watch him grow throughout the semester. Very helpful outside of class.”
“He was very helpful, he definitely provided the opportunity to learn and to improve. Tremendously satisfied. A+”
“The instructor really cares about his students and is always looking to improve. Sometimes he is too hard on himself and sometimes he needs to realize that he will improve as he keeps trying and to not give up.”
“Your love for us and the material was inspiring. Thank you for all you did.”