David Halliday and Robert Resnick Award for Excellence in Undergraduate Physics Teaching
Resnick and Halliday
Established as the Excellence in Undergraduate Teaching Award in 1993; renamed and substantially endowed in 2010 by John Wiley and Sons.
Named for David Halliday and Robert Resnick, authors of a very successful college-level textbook in introductory physics, and funded since 2010 primarily by a generous endowment from John Wiley and Sons, the publisher of that textbook, the David Halliday and Robert Resnick Award for Excellence in Undergraduate Physics Teaching recognizes outstanding achievement in teaching undergraduate physics, which may include the use of innovative teaching methods. The recipient, an AAPT member for whom undergraduate teaching is a primary responsibility, delivers an address at an AAPT Summer Meeting and receives a monetary award, an Award Certificate, a copy of the citation, and travel expenses to the meeting. Previous winners of the Oersted Medal or the Robert A. Millikan Medal are not eligible for this award. Self-nomination is not appropriate for this award.
Deborah Dawn Mason McCaffrey, Salem State University, Salem, MA
"Should Engineers be Teaching Physics?"
David Jackson, Dickinson College, Carlisle, PA
"Helping Students Have Meaningful Learning Experiences in Physics"
Bradley S. Ambrose, Grand Valley State University, Allendale, MI
"We Teach More Than Physics"
Cindy Schwarz, Vassar College, Poughkeepsie, NY
"What Can We Do In The Subatomic Zoo?"
Andy Gavrin, Indiana University - Purdue University Indianapolis, Indianapolis, IN
"Our Students are Learning!"
Dwain Desbien, Estrella Mountain Community College, Avondale, AZ
"Introductory Physics: What We Teach, How We Teach It, and What We Should Be Doing!"
Ruth Chabay and Bruce Sherwood, North Carolina State University, Apex, NC
"Inviting Students Into the 21st Century"
Michael Jackson, Central Washington University, Ellensburg, WA
"Teaching Physics and Its Role in the survival (and growth) of a Physics Program"
Kevin M. Lee, University of Nebraska-Lincoln Center for Science, Mathematics, and Computer education and the Department of Physics and Astronomy
"Letting Technology Do What Technology Is Good At" UStream video (at 39 minutes)
Edward E. Prather, University of Arizona
"Teaching Space Science: A STEM Transformation Vehicle that Really Works"
William P. Hogan, Joliet Junior College
"Stumbling on a Tightrope"
Mario Belloni, Davidson College, Davidson, NC
"Using Technology to Increase Student Engagement Inside and Outside of the Classroom"
Corinne Manogue, Oregon State University, Corvallis, OR
"The View From the Other Side of the Mountains: Exploring the Middle Division"
Steven L. Manly, University of Rochester, NY
"Experiences in Collaborative Learning at the University of Rochester—It's All in the Shoes"
Michael Dubson, University of Colorado, Boulder, CO
"Three or Four Golden Rules of Lecturing"
Gary Gladding, University of Illinois, Urbana-Champaign, Urbana, IL
"Reforming Introductory Physics Courses at Research Universities"
Robert W. Brown, Case Western Reserve University, Cleveland, OH
"The Fourth Decade"
Mike Zeilik, University of New Mexico, NM
"Assessment as the "Hidden Variable" in Conceptual Physics Achievement"
Thomas L. O'Kuma, Lee College, Baytown, TX
"Some Thoughts on Teaching Introductory Physics"
Robert Ehrlich, George Mason University, Fairfax, VA
"Our Job is Never Done"
Dwight E. Neuenschwander, Southern Nazarene University, Bethany, OK
"Conversations with Ghosts"
Marvin L. Nelson, Green River Community College, Auburn, WA
"Teaching Physics in a Two-Year College: An Opportunity, a Challenge, and an Obligation"
John W. Jewett Jr., Cal Poly University, Pomona, CA
"Physics with Antiques: A Potpourri of Examples"
Raymond C. Turner, Clemson University, Clemson, SC
"Physics Is Fun ...Some of the Time"