Chad Kishimoto, PhD

Chad Kishimoto
Phone: (619) 260-8815
Fax: (619) 260-6874
Office: Shiley Ctr for Science & Techn 284

Assistant Professor, Physics

  • B.S. in Physics from Caltech; Ph. D. in Physics at UC San Diego; Postdoctoral Scholar at UCLA. I currently hold a concurrent appointment as an Assistant Project Scientist in the Center for Astrophysics and Space Sciences as UC San Diego.

Chad Kishimoto has been at USD since 2014.  His interests are in neutrino astrophysics and this includes the role of neutrinos in early universe physics, dark matter physics, cosmology, nucleosynthesis and collective neutrino oscillations in hot, dense, energetic environments.  In concert with his teaching, he also has an active interest in physics education research.  In particular, he is interested in the development and assessment of student-centered pedagogies in the physics classroom.

Scholarly Work

My principal line of research is neutrino astrophysics.  Neutrinos are the Standard Model particles that have the weakest interaction with matter, making them among the more difficult particles to study in the laboratory.  The realm of astrophysics provides the most energetic and dense environments across the smallest and largest physical and temporal scales that prove to be the ultimate theorist’s playground for studying neutrinos and their interaction with matter.  I am interested in modeling neutrino interactions with matter and their variety of measurable effects, from out-of-equilibrium scattering in the early universe to collective effects in supernovae.  What is dark matter and how is it created?  How did the elements form in the quantities we observe?  What do the measurements developed in this precision era of cosmology tell us about fundamental physics?  These questions and more can be connected to the neutrino sector and I am interested in finding out.

Areas of Interest

My teaching interests are in student-centered active pedagogies in all levels of the physics/astronomy classroom:  from general education, through lower and upper division; in both small and large (100+) classes.  In particular, I am interested in the development and assessment of these student-centered reforms of the physics classroom.  In doing so, I work to find innovative – yet not necessarily “new” from an education standpoint – methods to reduce lecturing (which has long been shown to be an inefficient method of physics instruction) in the physics classroom.