Presentations

The Principles and Practice of Physics, at Webinar (Cambride, MA), Wednesday, November 5, 2014:
talk_2371.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
The Principles and Practice of Physics, at Webinar (Cambride, MA), Thursday, January 15, 2015:
talk_2396.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
The Principles and Practice of Physics, at Webinar (Cambride, MA), Monday, February 9, 2015:
talk_2416.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
Discussion on Peer Instruction research, at Program on Peer Instruction, Singapore Polytechnic (Singapore), Tuesday, March 17, 2015:
talk_2439.pdf
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.
The Principles and Practice of Physics, at Webinar, University of British Columbia (Vancouver, BC, Canada), Wednesday, April 29, 2015:
talk_2403.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
Conservation re-examined: What we say is not what we think, at Prentice Hall Contributors Meeting (Cambridge, MA), Wednesday, May 17, 2000
NSEC Education and Outreach Activities, at NSEC Annual Workshop, Harvard University (Cambridge, MA), Friday, May 10, 2002:
talk_1105.pdf
Educational Activities, at NSEC Advisory Board Meeting Presentation, Harvard University (Cambridge, MA), Monday, April 14, 2003:
talk_470.pdf
Assessing science teaching: are we teaching the right thing?, at Teaching & Learning Lunch, Amherst College (Amherst, MA), Friday, October 5, 2007:
talk_1349.pdf
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.
Moving the mountain: towards a scholarship of teaching and learning, at Dean's Advisory Group Meeting, Harvard University (Cambridge, MA), Thursday, April 7, 2011:
talk_1739.pdf
Panel on innovative syllabi, at The University in the 21st Century: From Teaching to Learning in Costa Rica, Initiative for the Development of Academic Innovation, LASPAU, Harvard University (Cambridge, MA), Tuesday, October 18, 2011:
talk_1798.pdf
Syllabi are the maps for learning in higher education; they flag major learning destinations and landmarks for students as they navigate the terrains of a course. The syllabus also represents the "logic" or "theory" of a course: If instructors and students use it as a map, engaging seriously in the content and activities laid out, then both should arrive safely at their learning destinations. Innovative syllabi signal instructors' expectations for student learning (learning goals) and link those expectations directly to authentic evaluation tasks and... Read more about Panel on innovative syllabi
Flipping the Classroom: How to turn your students' worlds upside down, at New England Board of Higher Education (Boston, MA), Monday, October 15, 2012:
talk_1995.pdf
In a flipped classroom, instructors typically move information coverage outside the classroom so that that they can better leverage in-class time to address student misunderstandings and misconceptions about subject matter. The most basic and popular iteration of a flipped class is pre-recording lectures, called screencasting, on key concepts for students and putting them online for viewing and engagement before class. In this workshop, Dr. Julie Schell will provide an overview of the history of the flipped classroom and introduce a set of innovative tools that go far beyond screencasting,... Read more about Flipping the Classroom: How to turn your students' worlds upside down
Blended Models of Learning: Bringing Online to On-Campus, at MIT (Cambridge MA), Monday, March 4, 2013:
talk_2101.pdf
N/A
College 2.0: The New Face of Higher Education, at WGBH Innovation Hub, The Modern Theater (Boston, MA), Tuesday, June 4, 2013:
talk_2114.pdf
TBA
Flipping the Classroom: How to Turn Your Students' World Right-side Up, at Turning Technologies Webinar (New York, NY), Thursday, August 8, 2013:
talk_2192.pdf
Instructors all over the globe are turning their students' worlds around by flipping their classrooms. In a flipped class, teachers move information coverage out of the lecture hall so that they can better leverage in-class time to address student difficulties and misconceptions. In this interactive webinar, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. She will use responses from these activities in the workshop and discuss the why, what, and how of flipped classrooms by confronting and resolving a series common myths about... Read more about Flipping the Classroom: How to Turn Your Students' World Right-side Up
Flipped Classrooms 101—An Introduction to Flipped Learning, at Digital Solutions Complimentary Webinar Series, Pearson Thought Leadership (New York, NY), Tuesday, August 20, 2013:
talk_2193.pdf
Instructors all over the globe are turning their students' worlds around by flipping classrooms. In a flipped class, teachers move information coverage out of the lecture hall so that they can better leverage in-class time to address students’ difficulties and misconceptions. In this interactive webinar, Dr. Julie Schell will flip the session by asking participants to complete brief pre-webinar activities. She will use responses from these activities during the session to explore the why, what, and how of flipped classrooms—why flipped learning increases student achievement and engagement... Read more about Flipped Classrooms 101—An Introduction to Flipped Learning
A team-based, project-based approach to teaching introductory physics, at Portsmouth University (Portsmouth, UK), Monday, February 3, 2014
The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about A team-based, project-based approach to teaching introductory physics
The Principles and Practice of Physics, at Global Physics Department Webinar (Blackboard/Elluminate), Wednesday, February 12, 2014:
talk_2266.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
The Principles and Practice of Physics, at University of Michigan (Ann Arbor, MI), Friday, February 14, 2014:
talk_2268.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
The Principles and Practice of Physics, at Colorado School of Mines (Golden, CO), Monday, March 3, 2014
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.

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