Tim Stelzer



Tim Stelzer

Primary Research Area

  • Physics Education


Professor Timothy Stelzer received his bachelor's degree in physics from St. John's University in 1988, and his Ph.D. in physics from the University of Wisconsin-Madison in 1993. After working as a senior research assistant in the Center for Particle Theory at Durham University (UK), he joined the Department of Physics at the University of Illinois as a postdoctoral research associate in 1995. In 1998, he was promoted to a visiting assistant research professor and to an assistant research professor in 2000.

A high-energy particle theorist, Professor Stelzer has concentrated on standard model physics at hadron colliders. He has written extensively on top-quark physics and radiation in top events. In addition, he has developed computational methods that have dramatically reduced the difficulty of performing complex cross section calculations. He is the primary author of MadGraph®, a software program that automatically generates the Feynman diagrams and helicity amplitude code for tree-level standard model processes. Most recently, he has been working on a new program to predict how often rare new particles would be produced and also what signatures would distinguish these new particles from the large background of particles already known. He has developed a novel multi-channel approach that efficiently integrates any scattering amplitude to obtain the cross section of any desired process.

Research Statement

Professor Stelzer is a founding member of the Physics Education Group at Illinois, where he focuses on the effective use of technology to improve student learning. His innovations include

  • Mastery Inspired Online Activities
    Based on the principles of mastery learning, these activities provide students a structured online environment to iteratively practice, assess and improve their understanding of physics.
  • IOLab Wireless Lab System
    IOLab is a low cost easy-to-use device that wirelessly transmits data from a myriad of sensors to a student’s laptop. This system allows students to obtain high precision data in and out of the laboratory.
  • SmartPhysics Learning System
    SmartPhysics includes a complete set of prelectures for introductory physics designed around multimedia learning. Clinical studies have shown these prelectures to be more effective than textbooks in helping students learn introductory physics and are used by thousands of students across the US every year. Several other disciplines are using this system to deliver their own material under the flipit series.
  • i>clicker
    i>clicker is a wireless classroom polling system that has facilitated student-teacher interactions for millions of students around the world.


  • Rose Award for Excellence in Teaching 2015 (2015)
  • APS Excellence in Education Award 2013 (2013)
  • Arnold Nordsieck Award for Excellence in Teaching, Physics Department, 2011 (2011)
  • University of Illinois Distinguished Teacher-Scholar, 2009 (2009)
  • BP Amoco Award for Innovation in Undergraduate Education, 2005 (2005)

Semesters Ranked Excellent Teacher by Students

Fall 2020PHYS 211
Spring 2020PHYS 212
Spring 2019PHYS 212
Fall 2018PHYS 212
Spring 2018PHYS 211
Fall 2017PHYS 211
Spring 2017PHYS 211
Spring 2016PHYS 212
Spring 2015PHYS 212
Spring 2012PHYS 211
Fall 2011PHYS 211
Spring 2011PHYS 211
Fall 2010PHYS 211
Spring 2010PHYS 211
Fall 2009PHYS 211
Spring 2009PHYS 212
Fall 2008PHYS 212
Spring 2007PHYS 101
Fall 2006PHYS 101
Spring 2006PHYS 101
Fall 2005PHYS 101
Spring 2005PHYS 101
Fall 2004PHYS 101

Related news

  • Education

Connections with other physics teachers are a big part of Marianna’s story. A lover of physics from her high school days and a graduate of the University of Illinois at Urbana-Champaign Department of Physics, she got little nudges and encouragements from former teachers early in her career. Relationships with those mentors and colleagues led her to engage first with local organizations for physics teachers then with the American Association of Physics Teachers (AAPT). Her work still incorporates some of the ideas she picked up during professional meetings, conferences, and workshops. These were and are a big influence on how each piece of her teaching strategy is intentionally constructed.

  • Education

Eric’s physics classroom is a place for investing in the future as much as it is for excelling in the moment. As a veteran teacher who has taught everything from introductory physics to mathematics and college-level courses, he uses his twenty years of experience to help students construct a scaffolding that can support and ground their own valuable experiences. At the heart of Eric’s teaching philosophy is a desire to give students a space where they can take charge of their own learning. He says, “I want to let my students become adults, to do their homework not for my sake but for the sake of learning and the discipline of wanting to better themselves.”

  • Education

IPaSS program fellow Jill discusses her commitment to teaching physics through hands-on projects, adjusting to remote instruction and being inspired by Interactive Online Labs developed at the University of Illinois

  • Education

The Physics Education Research (PER) group at the University of Illinois at Urbana-Champaign has received a $2.6 million grant from the National Science Foundation to improve the quality and accessibility of high school physics courses across the State of Illinois through a new program called the Illinois Physics and Secondary Schools (IPaSS) Partnership Program. The IPaSS program already kicked off its first intensive summer institute in mid-June, welcoming a small cohort of four physics teachers. The number of teachers in the IPaSS program will expand incrementally each year over the four years of grant funding, maxing out at 40 Illinois physics teachers.

The goal of the new program will be to provide high school students across the state with the highest quality high school physics experience, engaging students’ interest in STEM fields and preparing them to succeed at competitive research institutions like the U of I. STEM stands for science, technology, engineering, and math—fields the U.S. government has recognized are a high educational priority for a strong tech-field workforce. The program will not only help align existing high school physics courses with university-level expectations, but will also provide support for under-resourced high schools to offer physics courses for the first time.