詹姆斯·维森卡博士.D.

历史与研究:

“博士”的绰号. “V”是对他已故父亲的敬意, an outstanding teacher in the Concord Massachusetts school system who went by the name of "Mr. V."  Dr. V teaches general physics and undertakes research in molecular self-assembly of four-stranded DNA and physics education.  He graduated Magna Cum Laude 和Ph值i Beta Kappa from 克拉克大学 with a dual major in chemistry and physics in 1982.  他以硕士学位毕业.Sc. 和Ph值.物理学博士, 重点是生物物理学, 来自加州大学, 戴维斯，1989年.  Dr. V's post-doctoral training included research at the Institute for Molecular Biology and Signal Transduction Training Group at Iowa State University.  He published nearly 50 articles and received patents for developing the scanning probe microscope (SPM) for use in high resolution imaging of biomolecules and developing techniques to reconstruct true surface topography due to probe artifacts.  Dr. V was an assistant professor in the Department of Physics at California State University Fresno (CSUF) in 1995, continuing is four-stranded DNA research and establishing a California State University-wide scanning probe microscopy facility.  He began teaching general physics and continuing both lines of research at the University of New England in 2000.  Dr. V has received funding from the 研究 Corporation and National 科学 Foundation to set up scanning probe microscopy facilities at CSUF and UNE.  His recent undergraduate research examined the auto-orientation of the self-assembled four-stranded DNA on the surface of phyllosilicates[i].  最近, he returned from a year-long sabbatical leave in Germany where is received training in decorating quadruplex DNA with gold nanoparticles and DNA origami construction. 所有博士. V's 17 graduated research assistants have gone on to professional schools, 主要是学习医学.  他与博士合作. Eva Balog in conducting high resolution SPM analysis of DNA thanks to securing a super sensitive Asylum 研究 Cypher environmental SPM funded by an NSF Major 研究 Instrumentation grant to Dr. Balog.

物理建模说明:

Dr. V's teaching style is strongly influence by research-based "modeling instruction".  This approach to physics learning is based on guided inquiry and Socratic questioning, compelling students to confront physics misconceptions and construct knowledge based on the scientific method.  A four-year study involving the results from research-based assessments involving CSUF and UNE students clearly established the efficacy of modeling instruction over traditional physics education[ii].  Dr. V继续他的物理教育研究, successfully persuading the UNE administration to switch from the traditional lecture/lab format to "studio physics" in which both lecture and lab are taught in the  more intimate setting of a laboratory classroom.  The instruction has been highly influenced by the latest developments in Physics 教育 研究 (PER) including adoption of many lab activities on fluids that were outcomes from Dr. V的NSF资助的PER研究.  In particular the studio physics instruction at UNE is undergoing a change to include more Introductory Physics for the Life 科学s because over 95% of UNE physics students major in either health of life sciences.  The content is geared more towards authentic biological applications of physics, 这是正规澳门赌场网络PER研究中越来越重要的一部分.