Dr. Inci Ruzybayev is an Assistant Professor of Physics at Flagler College, where she joined the faculty in August 2025. She moved to the United States from her home country of Turkey to further her studies, earning her Ph.D. in Physics from the University of Delaware with a focus on solid-state physics. Before joining Flagler College, she served as an Associate Professor of Engineering Physics at York College of Pennsylvania.
Dr. Ruzybayev discovered her passion for teaching physics during graduate school while working as a teaching assistant and is dedicated to fostering inclusive STEM communities through inquiry-based learning.
Q: What or who inspired you to pursue your field of study?
A: My inspiration began at home with my father, an engineer who helped me understand math equations in elementary school. I always admired the way he approached problem-solving, whether it was a complex calculation or simply fixing something around the house.
This foundation led me to pursue solid-state physics with a focus on sustainable energy solutions, driven by a desire to address global challenges like climate change through science.
Q: What courses do you teach, and which is your favorite (and why)?
A: I currently teach PHY 236 (Physics I) and COR 123 (Environmental Burdens). While I love the rigor of Physics, I have a special appreciation for the Core course (COR 123); as a new faculty member, it was a totally new teaching experience for me, and I truly enjoyed the process of learning alongside my students. I’ll also be teaching Physics II first time in Spring 2027 to support students with interest in pre-health track.
Q: How do you bring real-world experience into your teaching/classes?
A: I love connecting our lessons to what is happening in science today. For example, we recently discussed the Artemis II mission while covering forces. I also draw on my past experience as a co-op advisor, where I visited students in industrial settings, to bridge the gap between textbook theory and professional application using demonstrations and visual "physlets."
Q: How has your field evolved, and how do you prepare students for those changes?
A: The field has shifted from memorizing formulas to mastering critical thinking. I prepare my students by emphasizing that "the struggle is real" and is a vital part of learning. I use iClicker technology to get instant feedback and clarify misconceptions in real-time, helping students move past the "plug and chug" mentality to a deeper conceptual understanding.
Q: What research or projects are you currently working on?
A: As this is my first year, I am primarily focused on pedagogical research (Scholarship of Teaching and Learning). I am currently collecting data on how active learning tools and specific grading structures, like tiered exam weighting, impact student retention and success in challenging "gatekeeper" science courses.
Q: How have your experiences as a researcher or professional shaped the way you teach, and how do you intentionally bring that expertise into the classroom today?
Tap the photo below to hear Dr. Ruzybayev's response!
Q: What skills do you hope every student walks away from your class(es) with?
A: Critical and analytical thinking skills that can be applied to in-class problems as well as daily life problems. I want my students to leave with the ability to apply a structured methodology to any problem.
I hope they walk away seeing physics not as a hurdle, but as a powerful way of thinking that helps them understand the world. I also want them to be curious and demand evidence without accepting things blindly.
Q: If you could take one class outside your department, what would it be?
A: I would love to take a beginner classical guitar course. I took lessons for a year during undergrad while studying physics in English (which is not my native language).
A professor once told me that learning a language is like pushing a barrel up an incline: If you let go, you have to start from the beginning. I felt the same way about the guitar after I got too busy to practice, and I’d love to start pushing that barrel back up that hill again.
Q: What’s your favorite spot on campus—and why?
A: The dining hall is my favorite spot. I feel truly privileged to eat there; the beauty of the space and the atmosphere make me feel very lucky to be part of this campus community.
Q: Coffee or tea? (And where’s your go-to spot in St. Augustine?)
A: Both! I’m a fan of medium roast black Starbucks coffee, which I usually brew at home. On the days I’m home, I prefer Turkish black tea; I have a special teapot to brew it properly because I really don't like the taste of instant tea bags.
Q: What book, movie, or podcast are you currently enjoying?
A: I have a toddler, so most of my "media time" happens during my commute via podcasts. I’m a regular listener of Star Talk with Neil DeGrasse Tyson, The Diary of a CEO, TED Talks, and NPR daily news.
Q: What’s something your students would be surprised to learn about you?
A: Students are often surprised to hear that I didn’t do very well in high school physics! My teachers relied on bland memorization without labs, and it didn't click for me. However, I loved math and eventually ranked in the top 10,000 out of 1.5 million students on the Turkish University Entrance Exam.
When I told my high school physics teacher I had been accepted into a top physics education program, he asked disappointingly, "what have you done?" That moment taught me that I wasn't the problem. The teaching method was, and it inspired me to become a better teacher than the ones I had.
Q: What is your go-to pump-up song?
A: It changes often, but listening to "I Just Wanna Shine" by Fitz and The Tantrums always boosts my mood.
Q: What is your favorite pair of shoes, and how do they reflect you as a faculty member?
A: I almost exclusively wear Clarks. I suffer from plantar fasciitis and I never sit down when I'm teaching, so comfort and support are essential. I’m not particularly "edgy" or flashy. Just like my shoes, I’m reliable, practical, and here to get the job done!