By Michael Padilla
A couple of years ago, LLNL physicist John Perkins wanted to share his passion for physics so he began reaching out to schools in the Bay Area including Oakland, San Lorenzo and Richmond to help schools and students.
“It was an individual initiative of mine to reach out to schools with low test scores,” Perkins said. “I wanted to tutor students in advanced placement (AP) physics and I knew that I could make a difference in improving test scores.”
Perkins said private tutors are too costly for many families so volunteering his time would mean parents or guardians do not have to worry about cost. He wanted to make sure teachers and parents knew he was doing it at no cost.
Perkins began working with Susan Johnston, physics and calculus teacher and Science Department co-chairperson at Livermore High School, who was looking for a tutor to help students in AP physics that are equivalent to first-year university courses.
Johnston said she was grateful that Perkins agreed to help the students and that she appreciates that Perkins gives up his evenings and weekend time to help the students.
“What makes a difference to the students is that John has a few things in his corner,” she said. “He is passionate about physics, he has the expertise to look at ‘big-picture physics’ so that he can nail down almost any tough problem to simple laws of physics and he can explain well to the high school students.”
Johnston said the students appreciate his ability to make problems that really seem difficult rather simple.
“He is able to work with a diverse group of students and he is also organized,” she adds. “John requires the students to be active learners in their education. He does this by teaching them problem-solving skills and by requiring them to attempt all problems on their own before he works with them on the problems.”
His tutoring assistance has paid off. Last summer the AP exams scores showed the Livermore High School students did very well. The AP physics passing rate was at 90 percent and the participation rate was 95 percent. The most common score was five (on a scale of 1-5). In addition, several in the group scored a 5/5 on physics and calculus.
Johnston said several of the students said that the review and tutoring Perkins did with them was instrumental in their success.
“John gave them the inspiration to study more physics with his passion for physics and ability to explain topics both with interest and simplicity,” she said.
“What I liked about it is that students really want to be there,” Perkins said. “Even when COVID-19 hit, we figured out a way to continue tutoring. Although there is nothing like working out problems out on a blackboard, tutoring via Zoom has worked out.”
Perkins said he finds volunteering very rewarding to give back to the community and to do something tangible. His advice to those who are interested in tutoring is to have patience and know that you will be making a difference.
“You have to realize you aren’t talking to Lab physicists. Students are still processing; take it slowly and carefully compared to Lab colleagues,” Perkins said. “You need to slow down and you need to learn how to accommodate the needs of the students.”
How to get involved in STEM outreach
As a member of LLNL’s Design Physics Division, Perkins said he highly recommends anyone from his group and from the Lab to volunteer their time to serve as a tutor. Perkins said there is a vast untapped resource at LLNL and he hopes those who are able can volunteer and help students.
“We have some pretty talented scientists who should become STEM volunteers,” Perkins said. “It’s important that we continue to help students.”
Joanna Albala, manager of LLNL’s Science Education Program, said the Lab has started a pilot tutoring program with Livermore Valley Joint Unified School District at Livermore High School. Currently there are three additional LHS teachers and six LLNL staff who worked with students this last trimester.
To learn more check out the LLNL STEM Outreach Program.
