MICHAEL D VERSHININ

MICHAEL D VERSHININ portrait
  • Adjunct Assistant Professor, Biology, University of Utah
  • Assistant Professor, Physics And Astronomy, University of Utah

Teaching

Current Courses

Fall 2016

  • ASTR 7730-001 Stat & Comp Methods
  • BIOL 4955-086 Individual Research
  • BIOL 7950-058 Independent Study
  • BIOL 7970-082 Thesis Research - Phd
  • PHYS 7730-001 Stat & Comp Methods (Student Feedback)
  • PHYS 7970-040 Thesis Research: Ph.D.

Summer 2016

Spring 2016

Teaching Philosophy

I have taught a wide range of classes at the University of Utah, including a large introductory class (Physics 2020), several medium size classes (PHYS 4410/4420) and smaller more specialty classes (PHYS 4230/6230/6231, and PHYS 7730). I have accumulated and analyzed all feedback from students and colleagues to refine my teaching approach, including the indirect feedback such as homework and exam performances. I have also periodically engaged CTLE (Center for Teaching & Learning Excellence) to collect feedback and thereby to improve course design, teaching delivery, and various organizational aspects of a class.

For the classes I teach, my level of instruction is designed to challenge the students but not to overwhelm them. I try to personally engage the few students who are not doing well and gently push and support them. I email students if they miss a couple of homework assignments and also discuss test results with them. I am also very available outside of class of course, beyond strict office hours.

In the future, I would like to continue expanding the curriculum in biophysics – advanced biophysics classes are sorely needed both from an academic learning perspective and as an important building block to similarly broad efforts in research. I feel that the greatest need is a biophysics journal club class, similar to journal class courses in many other biomedical departments on campus but with emphasis squarely on biophysics. My experience as a PI and an educator is that the culture of reading primary sources is not introduced to students early enough or emphatically enough.