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
    Teaching and Research: Inseparable responsibilities of the modern physicist, at APS Centennial Meeting 1999 (Atlanta, GA), Tuesday, March 23, 1999:
    Mention the word ""physics"" to the average high-school student and you are not likely to see many happy faces. Public opinion of science in general--and physics in particular--is not high. More importantly, misunderstandings about the goals and procedures of physics are rampant. In part, these problems arise because physics education has focused nearly exclusively on generating a steady supply of future physicists. The need to educate non-majors, let alone the public at large, has generally not been perceived as an important mission of physics departments. Now that the need for physics is no... Read more about Teaching and Research: Inseparable responsibilities of the modern physicist
    Teaching and Research: Inseparable responsibilities of the modern physicist, at Advisory Committee Meeting, National Science Foundation, Directorate for Mathematical and Physical Sciences (Arlington, VA), Thursday, April 13, 2000:
    Mention the word ""physics"" to the average high-school student and you are not likely to see many happy faces. Public opinion of science in general--and physics in particular--is not high. More importantly, misunderstandings about the goals and procedures of physics are rampant. In part, these problems arise because physics education has focused nearly exclusively on generating a steady supply of future physicists. The need to educate non-majors, let alone the public at large, has generally not been perceived as an important mission of physics departments. Now that the need for physics is no... Read more about Teaching and Research: Inseparable responsibilities of the modern physicist
    Educational Activities, at DEAS Industrial Outreach Workshop, Harvard University (Cambridge, MA), Thursday, April 10, 2003:
    The Center actively promotes interdisciplinary education and outreach through a variety of initiatives. Participants contribute to outreach to the general public through collaboration with the Boston Museum of Science, outreach to K-12 in-service teachers, research experiences for undergraduates and K-12 teachers, interdisciplinary courses for graduate students, and postdoctoral fellowships for women and minorities. The program involves faculty, postdoctoral fellows, collaborators and graduate students associated with the Center and benefits a broad constituency of society.
    Visual learning: how much do we learn from what we see?, at AAPT Summer Meeting (Salt Lake City, UT), Wednesday, August 10, 2005:
    Classroom demonstrations and textbook illustrations are often considered to be key tools in improving student understanding of physical concepts. Vizualization alone, however, does not necessarily improve student understanding and can even create additional misconceptions. Active engagement of the students is essential to avoid the creation of a “wrong picture”.
    The scientific approach to teaching: Research as a basis for course design, at 2006 Cottrell Scholars Meeting (Tucson, AZ), Saturday, July 8, 2006:
    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 work. 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.
    Why teaching problem solving is a problem, at 2010 Science and Technology in Society Forum (Kyoto, Japan), Sunday, October 3, 2010:
    Of all the skills that are important in life in general and science, math and engineering education I n particular, the one that is most generally considered to be the most important one is problem solving. But what is problem solving? Problem solving is the process of moving toward a goal when the path to that goal is uncertain. The traditional approach to education largely fails to teach real problem solving. What can we do to address this problem?

Pages