Georgianna L. Martin PH.D.

College of Natural and Computational Sciences - Department of Natural Science

Assistant Professor of Physics
Department Chair of Natural Sciences



  • Ph.D., Physics University of New Mexico, Albuquerque, NM Department of Physics and Astronomy (November 2006)
  • M.S., Physics University of New Mexico, Albuquerque, NM Department of Physics and Astronomy
  • B.S., Physics Eckerd College, St. Petersburg, FL (May 1998)

Courses Taught:

  • MATH 1105 Intermediate Algebra
  • MATH 1130 Pre Calculus I
  • MATH 1150 Pre-Calculus I & II Accelerated
  • MATH 2214 Calculus
  • MATH 3305 Linear Algebra
  • CSCI 1301 Discrete Mathematics for Computer Science
  • PHYS 2030 College Physics I
  • PHYS 2031 College Physics I Lab
  • PHYS 2032 College Physics II
  • PHYS 2033 College Physics II Lab
  • PHYS 2050 General Physics

Professional Interests:

BioPhysics – Using fluorescence to study the aggregation of proteins related to metal deterioration. Studying the local micro chemical environment of proteins for their placement in enzymatic fuel cells. Astrophysics – Ultra High Energy Cosmic ray physics. Looking for the origin of super high energy galactic or extra-galactic particles.

Personal Interests/Biography:

Stand-up paddle boarding, ashtanga yoga, running, travel, single malt scotch, anything dog related, gourmet cooking, and mixed martial arts

Teaching Interests/Research:

My passion for teaching lies in the introductory physics and general education classes. I believe this is where the new generation of scientists will be generated. The importance of introductory classes cannot be undervalued. Not only do they provide the underpinnings needed to succeed in subsequent upper division courses, they also serve to attract incoming students to the field of physics. When asked “why did you get into physics” most of my colleagues will respond with either “I had this great physics teacher in...” or “I took this elective class in college and...” Personally, my high school physics teacher fostered my curiosity for how things worked. A teacher who can communicate not only the material, but his or her excitement is an affective teacher. At HPU, I have had the opportunity to teach largely introductory level courses. These students have been told in some cases that they’re just not cut out for math/science. I do not subscribe to this idea. If you can provide a student with the confidence to attack a problem, their skills will take them the rest of the way. As an educator, I believe the confidence is as important as the tools we provide with the course content.

Georgiana L. Martin

Department Chair

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  Hawaii Loa Campus, AC 206C