Teaching & Mentorship

Teaching and Mentorship Awards

Teaching Awards

Christian R. and Mary F.  Lindback Award for Distinguished Teaching, Saint Joseph's University (2023)

William F. Homiller Award for Teaching Excellence, University of the Sciences  (2022)

Finalist, Leahy Prize for Teaching Innovations, University of the Sciences (2018, 2022)

Bright Idea Awardee for Pedagogy, University of the Sciences (2016)

Allan-Rothwarf Award for Teaching Excellence, Drexel University (2008)

Mentorship Awards

Outstanding Society of Physics Students Chapter Advisor Award (National Award), 2017-18,  from Society of Physics Students/American Institute of Physics

Runner-up, Outstanding Society of Physics Chapter Advisor Award (2013-14, 2014-15, 2016-17)

Faculty Merit Awards

Service Merit Award (2023)

Diversity, Equity and Inclusion Award (2023)

2023 Christian R. and Mary F. Lindback Award for Distinguished Teaching

2022 William F. Homiller Award for Teaching Excellence 

In 2022, Dr. Ramos received the William F. Homiller Award  for Teaching Excellence. The award recognizes the USciences faculty member who has demonstrated a high degree of enthusiasm for teaching and the use of innovative teaching techniques in the classroom.  

Dr. Ramos was also a finalist for the Leahy Prize for Teaching Innovations.

2018 Outstanding SPS Advisor Award (National Award from SPS/American Institute of  Physics)

Society of Physics Students President Alina Gearba-Sell awards the 2018 Outstanding  Chapter Advisor Award Plaque  to USciences Prof. Roberto Ramos during the  Award Ceremony at the  2019 Annual Meeting of the  American  Association of Physics Teachers in Houston, TX on January 15, 2019. (Photo Courtesy:  American Association of  Physics Teachers) 

The Outstanding SPS Chapter Advisor Award is the most prestigious SPS award. It recognizes annually an outstanding SPS chapter advisor. A truly successful SPS chapter requires leadership, organization, a broad spectrum of activities, and enthusiastic student participation. An outstanding chapter advisor provides the stimulus for such success.

Award at a Glance


Physics Student Storytelling to Promote Diversity, Equity and Inclusion


Storytelling has been demonstrated to promote diversity, equity and inclusion in the classroom. Its practice celebrates the diversity of contributions from different cultures, ethnicities, and  gender, promotes classroom interaction which research shows increases engagement of  women students, provides contextual learning of physics topics and a venue for student creativity and STEM communication. 

I have used student storytelling across four courses: Introductory Physics I and  II, Modern Physics and Statistical Mechanics by including the lives and  contributions of scientists from  minorities and under-represented groups, as topics for  storytelling.  This resulted in the videos and class presentations specifically of women and minorities, produced by students. Student assessments for this initiative were collected. Below are samples of these finished student products.  This work was the subject of my talk at the 2021 Summer Meeting of the American Association of Physics Teachers (AAPT).


Katherine Johnson  Debbie Jin  Chien-Shieng Wu   Lise Meitner  Maria Goeppert Mayer  Marie Curie Chandrasekhara Venkata Raman

"Women in Physics Storytelling" Poster Showcase Project with SJU Women-in-Physics Chapter 


Feedback from PHY150 Students: What do you think was the most important thing you learned that you didn't know before this class ?

I think the fact that all these approaches would be capable of generating enough energy, but it just is a question of cost-efficiency 

That geothermal energy is as big as an energy source as it is. (i didnt know it was that effective)

Bio energy being a form of derived from recently living organic materials (biomass) which can be used to produce fuels (biofuels) and electricity. 

I think the most important thing I learned is the applications of geothermal energy. Before taking this class I didn't even know that geothermal energy was a thing so it is very interesting to see what incredible things can be done with just the heat from the earth's core.

I learned that hydropower is the most consistent energy.

What I found most important was learning about hydropower. I didn't know much about it except seeing the occasional dam. I found the usage and mechanics behind hydropower to be the most interesting out of all of the energies that we learned about. Something about the movement of water made this very interesting, and personally, very satisfying. As an environmental science major, I would be interested in possibly working in a field that would have to deal with the usage of hydropower.

That there were ways to utilize tidal energy and that they can be very effective if built in the right places

How impactful all of these types of renewable energies are to our enviroment

I've learned from class, and my own research on the side that although these energy sources may be renewable it does not always mean they are a clean option.

That we must start finding new ways of creating energy such as solar power, geothermal or wind power before fossil fuels run out. 

Wind turbines kill a lot of birds, and copper wires rotating a magnet can create energy.

Some of the environmental impacts of renewable energy sources ex: solar, wind, hydropower

Wind Energy and Hydropower. How they work and their pros and cons

I had actually never heard of geothermal energy before until the past two weeks so that is actually why I chose this topic. 

2008 Drexel University Allan Rothwarf Award for Teaching Excellence 

Mentor to Goldwater Scholars, NSF and DoD Fellows, and Cambridge-Gates Fellows

Prior to joining USciences, Dr. Ramos has been research mentor to Drexel University's first female Barry Goldwater scholar and first Cambridge-Gates fellow. He has mentored several physics majors towards obtaining NSF GRFP fellowships, Dept of Defense fellowships, and NSF-IGERT fellowships. His two Ph.D. students at Drexel University received Sigma Xi research grants. He is a strong advocate for women and minorities in STEM. At USciences, Dr. Ramos serves as Campus Representative for the Barry Goldwater Scholarship Program and mentor to a Woodrow Wilson Teaching  Fellow. He has been twice nominated to the NSF-PAESMEM (Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring). 

Planting and Mentoring Award-winning SPS Chapters

Dr. Ramos is Advisor to the award-winning USciences chapter of the Society of Physics Students (SPS) and serves on the SPS National Council as  Zone Councilor for the 74 SPS chapters  comprising Zone 3 (New Jersey, Delaware, and most of Pennsylvania).  In 2018, he received the  Outstanding SPS Chapter Advisor Award.  In previous years, he was SPS Advisor at Drexel University and Indiana Wesleyan University. Since joining USciences in 2015, he has guided the USciences chapter of SPS to multiple national awards from the American Institute of Physics for outreach projects, including the Blake Lilly Prize, Marsh White Award and Future Faces of Physics Award.  He helped charter the USciences Sigma Pi Sigma Physics Honor Society Chapter where he serves as  Faculty Advisor to the Honor Society.

Dr. Ramos (third male from left) serves on the SPS National Council as Zone Councilor for 74 chapters from NJ/Delaware/Pennsylvania.

Mentorship of SPS chapter at SJU/USciences led to: 

iPAD/Tablet - based Pedagogy

I have developed iPad-based physics laboratory experiments and published a chapter on using IPad-based Pedagogy in Experimental Physics in the popular book "The new landscape of mobile learning: Redesigning education in an app-based world" edited by  Charles Miller and Aaron Doering (2014).

Related Publication: 

"The iPad as a Virtual Oscilloscope for Measuring Time Constants in RC and  RL Circuits", R. Ramos and C. Devers 2020 Phys. Educ. 55 023003 , https://doi.org/10.1088/1361-6552/ab606b

Work on Flipping Physics Classes

Dr. Ramos is an expert on flipping classes and has conducted workshops on flipping STEM classes for K-12 teachers. At the university level, he has presented research papers based on his four years of flipping at several conferences, including the American Association of Physics Teachers (AAPT), March Meeting of the American Physical Society, and the Lilly Conferences on Teaching Pedagogy. 


Curriculum Revision at Drexel University

Dr. Ramos was principal author of the 2010, 2011 Physics Lab Manual at Drexel University, where he was a major contributor in revamping the three-trimester Fundamentals of Physics Series. He revamped the introductory physics sequence for Drexel's large (900-student) classes by infusing modern physics and advanced topics into the freshman/sophomore curriculum. The lab manual featured  experiments in superconductivity, electrical conductivity, nanoscale imaging alongside traditional experiments. 

Related Publication: Physics Lab Manual (Published by Pearson Cengage Learning)  ISBN-13: 978-1-111-77770-8