Vardha N. Bennert

Teaching

Students learn the most by doing -- Cal Poly's motto -- and through collaborative learning which form an integral part of any class that I teach. I foster inquiry-based learning by encouraging students to ask questions and by guiding them to answers that they construct themselves. To help students' understanding and long-term retention of knowledge, I directly address and challenge common students' misconceptions. It is important for me to stress the big picture and focus on underlying concepts, rather than requiring students to memorize facts or solve equations without understanding the physics behind. I apply frequent real-time assessments to give students feedback, to engage them in group discussions and to help them understand the material. To gauge students' learning experience, to get a better feel of the class climate, and to listen to students' concerns, I frequently solicit feedback from students. I always strive for transparency and a clear communication of expectations and learning goals. Research has shown that the key to improving academic performance is to “clearly communicate both high standards and the assurance of belief in the student's capacity to reach those standards” (Beverly Daniel Tatum). I not only wish to share my knowledge and passion, but I believe that I can have a positive influence on students' careers and personal lives. I encourage students to think and observe by themselves, and at the same time reflect on themselves as learners and thinkers. I want students to take responsibility for their own lives, but I also want them to know that I am there to support them, that I care about them and that I respect them as individuals. For me, making a difference in the life of a young person is the most meaningful and rewarding aspect of being an educator. I continuously try to improve on my teaching, focusing on active learning, equitable teaching practices and how to build an inclusive community in the classroom.

Since I joined Cal Poly, I have taught the following courses: Physics 141 (Mechanics), Physics 132 (Waves, Optics, Thermodynamics), Physics 133 (Electricity & Magnetism), Physics 211 (Modern Physics I), Astronomy 101 (Solar System), Astronomy 102 (Stars & Galaxy), Astronomy 302 (Stars & Galaxies), Astronomy 444 (Observational Astronomy), Physical Sciences 101.

Research

I am an observational astronomer, using some of the biggest (mainly optical) telescopes in the world. My research makes use of data gathered with the Hubble Space Telescope, the W. M. Keck Observatory (Hawaii), the Very Large Telescope (Chile), Gemini Observatory (Hawaii), the Shane and Nickel telescopes of Lick Observatory (California) and others. Together with an international team of collaborators (including Cal Poly undergraduate students), we analyze images and spectra of active galaxies -- galaxies with a supermassive black hole in their center that is currently growing by accretion of gas. Using a technique known as reverberation mapping, the mass of the supermassive black hole can be determined in a time-consuming observational campaign. I am particularly interested in the connection between the supermassive black hole and the host galaxy.

I am frequently including Cal Poly undergraduate students in my research. Below is a list of previous students. (Students marked with an * wrote their Senior Thesis on their research which can be found at Kennedy Library). If you are interested in conducting research with me, please send me an email. I am particularly interested in including students from diverse backgrounds in my research.

Peer-Reviewed Publications

A full list of publications can be found at the Astrophysics Data System, selected articles can be directly retrieved from Digital Commons at Cal Poly. Note that since September 2009, I am publishing as Vardha Nicola Bennert or Vardha N. Bennert (instead of Nicola Bennert).

Mindfulness, Meditation and Work-Life Balance

The importance of mental health and the need for finding the right balance between work and life is something that is rarely, if ever, talked about, especially in academia. Yet, many students and faculty alike feel the stresses of modern life and suffer from the pressure to constantly perform, achieve and produce. According to the American College Health Association, students reported stress, anxiety, sleep trouble and depression as the top four impediments to academic achievement, and 9 of the 10 top factors are mental health and/or coping skills related. Throughout my career and particularly as an undergraduate research mentor, I have been approached by numerous students reaching out for help in their own individual struggles. The resulting uplifting conversations inspired me to offer workshops on mindfulness, meditation and work-life balance.

To balance my work as a teacher and researcher, I have been practicing various forms of meditation and body-awareness practices for more than 20 years and have also participated in numerous personal growth workshops.

For more information, please visit this webpage.