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Dr Andrea Jiménez Dalmaroni

Dr Andrea Jiménez Dalmaroni

Lecturer
Deputy Head of Physics Education Research Group

School of Physics and Astronomy

Email:
jimenezda@cardiff.ac.uk
Telephone:
+44 (0)29 2251 0756
Location:
N/2.25a, Queen's Buildings - North Building, 5 The Parade, Newport Road, Cardiff, CF24 3AA
Andrea is a Lecturer in Physics in the School of Physics and Astronomy at Cardiff University, where she is the lead scientist for the development of evidence-based active learning methodologies for physics instruction. After an extensive career in biophysics, her main interests are focused on the field of physics education research (PER). She designs and investigates novel teaching techniques to promote critical thinking, self-directed learning, and facilitate students a smooth transition to conduct their own projects. In addition to her teaching and research roles, Andrea coordinates the School’s Professional Placement Programme, working from a different perspective to support students to take diverse careers paths successfully and adapt to the demands of different workplaces effectively.
Andrea is a Lecturer in Physics in the School of Physics and Astronomy at Cardiff University since 2017. She obtained her first degree in Physics at the University of La Plata, Argentina. As a teaching assistant, she developed pioneering active learning techniques for early undergraduate instruction. In 2004 she obtained her D.Phil. at the University of Oxford, where she specialised in applying field theory techniques to non-equilibrium critical phenomena.
During her first postdoctoral position at the Max Planck Institute for the Physics of Complex Systems in Dresden, she applied statistical physics to solve concrete problems in cell biology. Her theoretical work on the physics of cell division, published in Nature and ranked ‘exceptional’ by the Faculty of 1000 Biology, provides extremely precise and testable predictions of the orientation of the cell division plane for cells deposited on a large variety of adhesive substrates. She moved back to the UK in 2007 to take a postdoctoral appointment at the London Centre for Nanotechnology (LCN), University College London (UCL). In 2009 she was awarded a competitive 3-year Junior Research Fellowship (JRF) at Imperial College.
In 2014 she was appointed a fixed-term University Professor in the Physics Department at LMU Munich. Since then, she focuses her research on physics education. She has been a short-term Visiting Scholar at Harvard University (2016) in the group of Eric Mazur, and a Visiting Scholar at Stanford University (2017) in the group of Carl Wieman. In 2018 she was awarded an Honorary Senior Lectureship at UCL and a Visiting Professorship at the Massachusetts Institute of Technology, USA.

Professional memberships

  • Regular member of the Institute of Physics (IOP).
  • Regular member of the American Association of Physics Teachers (AAPT).

Speaking engagements

Invited oral presentations at scientific and physics education meetings, conferences and workshops:

  • 18/07/2018: Speaker, Embedding Employability in the Physics Curriculum Conference, University of Nottingham.
  • 12/09/2017: Speaker, Physics Education for the 21st Century conference, Kohn Centre, Royal Society, London.
  • 18/12/2015: Panelist at the IOP conference  Physics Education Research: Investigations and Applications, to contribute in the session “Methodology”, Institute of Physics, London.
  • 28/06/2012: Panelist at the Second Annual CLMS Symposium at UCL, to contribute in the Breakout Session: Imaging, Modelling and Physiology perspectives: Where does top meet bottom?
  • 03/2009: Cellular Biomechanics Session, APS March Meeting, Pittsburgh, USA
  • 02-03/2009: Platform session Cell and Bacterial Mechanics and Motility, Biophysical Society 53rd Annual Meeting, Boston, USA.
  • 09/2008: Seminar speaker, Physics by the Lake Annual UK Summer School in Condensed Matter Theory, University College of St Martin, Ambleside.
  • 07/2008: IOP Biological Physics Group Meeting: Physics Meets Biology, St. Catherine's College, University of Oxford.
  • 05/2008: Workshop: Cytoskeletal Patterns and Architectures, University of Warwick.
  • 15/07/2007: Speaker, New and Notable plenary session, 6th European Biophysics Congress, London.
  • 29/032007: 71st Annual meeting of the German Physical Society (DPG) - spring meeting of the Division Condensed Matter, Regensburg, Germany.

Committees and reviewing

At School level:

  • Member, JUNO Committee, School of Physics and Astronomy, Cardiff University.

At University level:

  • Member,  Task & Finish Steering Group, Innovation for All project, Cardiff University.

At UK level:

  • Ordinary member, IOP Higher Education Group Committee.

I currently teach:

At Cardiff University:

Undergraduate level

  • PX3153 - Environmental Physics
  • PX3315 - Physics Project (supervision of 3rd year student projects)
  • PX2232 - Optics
  • PX9001 - Professional Placement Programme

Masters level

  • PXT102 - Study and Research Skills in Physics

At University College London:

As an Honorary Senior Lecturer at UCL, I'm leading an active learning project in collaboration with Prof. Ian Ford, in the module:

  • PHASM/G228 - Advanced Topics in Statistical Mechanics
My interests span from biophysics to physics education research (PER). I merge techniques of statistical and soft matter physics to provide a theoretical understanding of biological problems at the scale of the living cell. My work is highly interdisciplinary, and specifically relies on close collaborations with biologists and bio-engineers. My PER projects are centred in the idea that physics instruction should encourage and measure the practice of critical thinking, and foster self-regulated, reflective learners from early undergraduate courses. My main hypothesis is that the optimum framework to learn physics is by doing as expert physicists do. Therefore, I design and investigate methodologies in which students learn physical concepts by performing activities that closely resemble the work of a physicist. The activities are doable, adapted to the student level, but crucially challenging and subject to timely targeted feedback. I am particularly interested in determining the effectiveness of these techniques by quantifying their impact on learning gains, self-efficacy, metacognition and students’ attitudes to learning physics.