Mr. Zell’s journey with physics began years before he ever set foot in a classroom as a teacher. Growing up in Evanston, he was renowned among his friends as the “mad scientist,” famously conducting experiments in his backyard and always asking “why.”
At Evanston Township High School, he thrived in a nationally recognized science program, and his curiosity led him to become a top 40 finalist during his junior year in the prestigious Westinghouse Science Talent Search, now known as the Regeneron Science Talent Search.
“I was always interested in science,” Mr. Zell recalls fondly. “Physics, in particular, hooked me because it’s not just memorization—it’s about applying big ideas, critical thinking, and problem-solving.”
He remembers his first major experiment, which utilized an air track, a glider, and some improvisational ingenuity—employing a laser, photo transistors, and his Atari 800 computer to unlock the mysteries of motion and magnetism. That spirit of exploration continues to define his teaching today.
However, Mr. Zell’s path to teaching was anything but linear. After a year at the California Institute of Technology (Caltech), he would move on to complete his degree in aerospace engineering at the University of Illinois at Urbana-Champaign. The timing, as the Cold War was winding down, drastically reduced career opportunities in aerospace, prompting him to enter the world of information technology, where he founded Affordable Computer Services.
A decade later, he moved into private equity investing, spending another 13 years gaining insight into business and finance. Yet, it was a friend’s observation that opened his eyes to his true calling. “You really like science, you explain things well, and you relate to teenagers—have you ever thought about teaching?” the friend asked.
Mr. Zell did, and he found his most demanding yet rewarding career yet.
Ask Mr. Zell about his teaching philosophy, and his eyes light up. He describes himself as a “constructivist,” embracing modeling instruction—a progressive method that flips the traditional classroom on its head. “Instead of beginning with a lecture, I start with a lab. I want students to encounter phenomena, collect data, and build their own mathematical models, like real scientists,” he explains.
This hands-on, collaborative environment is about more than just physics: it’s about teaching problem-solving, debate, and communication. Students work in groups, present their findings, and defend their conclusions before their peers, helping them internalize both scientific concepts and essential life skills.
Although he acknowledges that the modeling approach means covering fewer topics in greater depth, Mr. Zell believes the payoff is tremendous. “Retention is so much better, and students leave the class ready to think critically—an advantage they carry on to college and beyond.”
Real-World Science, Real-World Impact
Mr. Zell’s commitment to authentic science doesn’t stop at the classroom door. He mentors students in the Argonne National Laboratory’s Exemplary Student Research Program, facilitating hands-on research alongside professional scientists. This year, his team is investigating Nitinol, a futuristic ‘shape memory’ material, using powerful X-ray sources to analyze its molecular changes.
Mr. Zell’s role? “I’m here to keep the team on track, but I let them take the lead—it’s their chance to experience science at the frontier.”
Away from the classroom, Mr. Zell is no less dynamic. He plays hockey in a men’s league, runs the school’s anime club, and shares stories with students about his own lifelong learning adventures. He speaks candidly about life lessons passed down by his late father—a legendary figure in Chicago real estate—especially the mantra: “If it ain’t fun, don’t do it.”
It’s clear Mr. Zell takes that advice to heart, having walked away from lucrative but unfulfilling work to find joy and purpose in teaching. His greatest measure of success, however, is not in awards or accolades, but in the notes he receives from grateful alumni:
“My college physics class is so much easier thanks to you!” wrote one student recently. “The other students are completely lost, but not me, thanks to you.”
It is a testament to Mr. Zell’s enduring influence.
For the students lucky enough to learn from Matt Zell, physics is more than formulas and facts. It’s a way to see the world anew—and to be inspired every step of the way.