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    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
    Educational Activities, at DEAS Industrial Outreach Workshop, Harvard University (Cambridge, MA), Thursday, April 10, 2003:
    talk_472.pdf
    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.
    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:
    talk_344.pdf
    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 APS Centennial Meeting 1999 (Atlanta, GA), Tuesday, March 23, 1999:
    talk_263.pdf
    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 Physics, Conservation Laws First, at Siam Physics Congress 2015 (Krabi, Thailand), Thursday, May 21, 2015:
    talk_2485.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.
    Flat space, deep learning, at GIREP-MPTL International Conference on Teaching/Learning Physics: Integrating Research into Practice, University of Palermo (Palermo, Italy), Tuesday, July 8, 2014:
    talk_2258.pdf
    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 Flat space, deep learning
    Science outreach: too little, too late, at 10th Science and Technology in Society Forum (Kyoto, Japan), Monday, October 7, 2013:
    talk_2128.pdf
    The goal of science outreach should be continued fueling of the curiosity of the mind not the reawakening of it. In order to achieve that goal we need to re-think our approach to teaching and above all our approach to assessment in science.
    The scientific approach to teaching: Research as a basis for course design, at 2006 Cottrell Scholars Meeting (Tucson, AZ), Saturday, July 8, 2006:
    talk_1211.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.
    Why teaching problem solving is a problem, at 2010 Science and Technology in Society Forum (Kyoto, Japan), Sunday, October 3, 2010:
    talk_1681.pdf
    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?