Catherine Weibel

Biography

I grew up in the desert of Tucson, Arizona, surrounded by saguaro silhouettes and sunsets that felt like symphonies. Music was my entryway into science: I fell in love with the harmonic series and the acoustics of vibrating strings. That fascination led me to pursue undergraduate degrees in Applied Mathematics and Physics at the University of Arizona. While there, I began teaching as a curriculum developer and demonstration assistant at the University of Arizona Science Center, developing and presenting hands-on science and math demonstrations aimed at engaging learners of all ages and backgrounds.

I am currently a PhD student in Applied Physics at Stanford University, where I conduct research at SLAC National Accelerator Laboratory, uncovering the atomic structures of liquids and glasses using X-ray lasers — an effort to see the unseen and better understand the materials that shape our world. Beyond research, I have a deep passion for education: I have been an instructor and teaching assistant for both undergraduate and graduate physics lab courses, serve as a judge for K–12 VEX robotics competitions in the Bay Area, and mentor SLAC-sponsored STEM clubs for high school students interested in high-energy physics. I also work with the Stanford Office of Accessible Education as a notetaker and scribe, helping ensure learning is accessible to all.

My teaching philosophy is rooted in empathy and equity. I know what it’s like to have to push back against the assumptions of others, especially when you’re driven by curiosity but don’t fit the traditional mold. That’s why I’m committed to teaching nontraditional, neurodiverse, and often overlooked students who may believe that STEM isn’t for them. I incorporate a mix of Active Learning and Montessori principles — guiding students through tactile engagement, practice, and hands-on projects rather than passive lectures. My goal is simple: to help discouraged students rediscover their innate curiosity and to empower passionate ones with the tools to pursue their own scientific questions. I believe we are all capable of being scientists — sometimes, we just need someone to help clear the path.