Presentations

    Scientific elite or outcast?, at White House Forum "Making it happen: First in the World", Office of Science and Technology Policy, White House (Washington, DC), Wednesday, July 26, 1995
    Scientific elite or outcast?, at Hearing on Disciplinary Perspectives of National Leaders in Undergraduate Education, National Science Foundation (Arlington, VA), Monday, October 23, 1995
    Scientific elite or outcast?, at White House Forum "Making it happen: First in the World", Office of Science and Technology Policy, White House (Washington, DC), Wednesday, July 26, 1995
    Scientific elite or outcast?, at Hearing on Disciplinary Perspectives of National Leaders in Undergraduate Education, National Science Foundation (Arlington, VA), Monday, October 23, 1995
    Gauging What Students Understand -- In Class, at American Association of Physics Teachers Winter Meeting (New Orleans, LA), Monday, January 5, 1998
    In Peer Instruction, the instructor of a large lecture class periodically poses questions to the students; the students think about these questions individually and then discuss them in small groups. A student described this method as ""turning a large lecture into a seminar."" For Peer Instruction to be successful, the instructor needs a way to gauge the students' understanding of a particular question. Instructors around the country have used a show of hands, flash cards, and electronic techniques to learn students¹ answers. We will present our latest findings on the implementation of Peer... Read more about Gauging What Students Understand -- In Class
    Barriers to reform, at Physics Brown Bag Seminar, University of Colorado (Boulder, CO), Wednesday, April 21, 2004
    Talk of changing the way we educate students is nothing new. Maxwell wrote in his letters about students failing to learn. Socrates said we should teach by questioning, not telling. Yet, changing the way we teach seems to be more difficult than moving a mountain. One of the main reasons may be that we misinterpret the signals students send us.
    The scientific approach to teaching: research as a basis for course design, at ATLAS/GTP Roundtable Discussion, University of Colorado (Boulder, CO), Thursday, April 22, 2004
    Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk I will discuss some research my group has done on gender issues in science courses and on the effectiveness of classroom demonstrations.
    What Campus Leadership Can Do to Improve Student Learning, at CERTI’s Leadership Luncheon Series Comments, University of Missouri-Rolla (Rolla, MO), Friday, October 22, 2004
    We are pleased to present Eric Mazur as our special guest speaker at CERTI’s Leadership Luncheon Series for October. We hope you can join your colleagues in this informative dialog as Eric expounds on the significance of leadership’s role in the learning process.
    Venturing toward better teaching: Professors' knowledge base for pedagogical improvement in introductory STEM classrooms at major research universities., at The Association for The Study of Higher Education Annual Meeting (Vancouver, BC, Canada), Thursday, November 5, 2009
    Educational reformers often portray the majority of science, technology, engineering and mathematics (STEM) professors at American research universities as subject-matter experts but pedagogical novices (Baldwin, 2009; Boyer, 1998; Coopala, 2009; Handeslman et al., 2006; Wieman, 2006). Images of STEM professors as lacking knowledge about best teaching practices are especially prevalent in discussions about academic researchers: A wide array of constituents, from students and journalists to scholars of teaching and learning, have long proffered views of academic researchers as so heavily... Read more about Venturing toward better teaching: Professors' knowledge base for pedagogical improvement in introductory STEM classrooms at major research universities.
    Academic Physicists' Introductory Teaching Improvement Efforts at Major Research Universities, at American Association of Physics Teachers Summer Meeting 2010 (Portland, OR, USA), Saturday, July 17, 2010
    There is no shortage of PER literature describing research-based, instructional strategies for improving teaching in introductory college physics courses. [1] It remains, however, that most physics faculty with visions of improved teaching based on such strategies must overcome significant barriers, including a reward system structured to direct faculty attention toward research and away from pedagogy. [2] Barriers to teaching improvement are compounded at major research universities (MRUs), where science faculty must balance extreme demands for research productivity with their teaching... Read more about Academic Physicists' Introductory Teaching Improvement Efforts at Major Research Universities
    Researching Implementation of Instructional Change in the Advanced Physics Laboratory, at American Association of Physics Teachers Summer Meeting 2010 (Portland, OR, USA), Saturday, July 17, 2010
    Abstract Body: Although physics education research on the implementation of instructional change in introductory physics laboratories is on the rise, dissemination of research on such change in advanced undergraduate laboratory courses is still lagging. This gap presents a problem for faculty seeking to improve students’ learning in advanced laboratories by using research-based pedagogies. In this study, we analyzed interview, observational, and course data to investigate four instructional changes implemented for the first time in an advanced physics laboratory course at one major research... Read more about Researching Implementation of Instructional Change in the Advanced Physics Laboratory
    Assessing and Enhancing Student Learning in the Advanced Physics Lab, at AAPT Summer Meeting, 2010 (Portland, Oregon), Monday, July 19, 2010
    Efforts to reform instructional physics labs--by defining measurable goals and improving student learning--have led to several innovations (i.e. rubrics for enhanced formative assessment) at the introductory level. However, researchers have yet to explore similar innovations in advanced laboratory courses. In an effort to fill this void, we investigated the observable aspects of student learning, culled from submitted written work and discussions between students and faculty, in light of specific changes to the advanced lab course (clear statement of learning goals, better-defined activities... Read more about Assessing and Enhancing Student Learning in the Advanced Physics Lab
    Crafting learning goals using Backward Design: A hands-on workshop, at Center for Teaching and Learning, University of Texas, Austin (Austin, Texas, USA), Wednesday, November 17, 2010
    In this workshop we will go through the process of developing effective learning goals using the non-conventional approach of Backward Design (Wiggins and McTighe). After taking this workshop, new or experienced instructors and instructional developers will be able to identify best practices for preparing effective learning goals and revise a set of more traditional learning goals based on those best practices.
    An Evaluation of Effectiveness of Short Physics Workshops for In-service Teachers, at American Association of Physics Teachers Winter Meeting 2011 (Jacksonville, FL), Monday, January 10, 2011
    There is compelling evidence that Peer Instruction improves students’ ability to complete both conceptual and traditional computational physics problems. We used Peer Instruction during a four-week long (120 hours) retraining course for in-service teachers of grades 7-12 in Korea. The goal of this study is to investigate if Peer Instruction can be used to improve the participating teachers’ conceptual understanding of introductory physics concepts. To this end we pre- and post-tested the teachers using the Force Concept Inventory and The Conceptual Survey of Electricity and Magnetism.... Read more about An Evaluation of Effectiveness of Short Physics Workshops for In-service Teachers

Pages