Presentations

    Flipping the Classroom 101, at Flipped, Fast, and Flexible: New Pedagogies for the Age of Personalized Learning, Berkshire Community College (Pittsfield, MA), Wednesday, August 28, 2013
    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 workshop, Dr. Julie Schell will flip the session 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 101
    How to help people learn, at Advancing Improvement in Education Conference (Austin, TX), Wednesday, September 25, 2013
    Advances in cognitive science have changed what we know about how people learn, but pedagogical approaches have not adapted to use this knowledge to help our students learn better. In this workshop, Dr. Julie Schell will demo three simple tips educators can use to catalyze learning in any educational context.
    Flat space, deep learning, at Team-Based Learning Collaborative Annual Conference (St. Petersburg, FL), Thursday, March 6, 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 Flat space, deep learning
    The surprising world of nanostructured composites with zero refractive index, at 10th International Conference on Nanophotonics (Recife, Brazil), Sunday, July 2, 2017
    Nanotechnology has enabled the development of nanostructured composite materials (metamaterials) with exotic optical properties not found in nature. In the most extreme case, we can create materials which support light waves that propagate with infinite phase velocity, corresponding to a refractive index of zero. This zero index can only be achieved by simultaneously controlling the electric and magnetic resonances of the nanostructure. We present an in-plane metamaterial design consisting of silicon pillar arrays, embedded within a polymer matrix and sandwiched between gold layers. Using an... Read more about The surprising world of nanostructured composites with zero refractive index
    Assessment For and Not Just of Learning, at ICTCM 2017 (Chicago, IL), Saturday, March 11, 2017:
    Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to math and statistics students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we... Read more about Assessment For and Not Just of Learning
    Assessment: The silent killer of learning, at 22nd Annual Cottrell Scholar Conference, Research Corporation (Tucson, AZ), Friday, July 15, 2016:
    Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Assessment: The silent killer of learning
    Assessment: The silent killer of learning, at Faculty Seminar Day, Mercy College (Dobbs Ferry, NY), Tuesday, March 14, 2017:
    Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Assessment: The silent killer of learning
    Femtosecond laser micromachining, at Mexican Optics and Photonics Meeting 2015 (León, Guanajuato, Mexico), Thursday, September 10, 2015:
    When femtosecond laser pulses are focused tightly into a transparent material, the intensity in the focal volume can become high enough to cause nonlinear absorption of laser energy. The absorption, in turn, can lead to permanent structural or chemical changes. Such changes can be used for micromachining bulk transparent materials. Applications include data storage and the writing of waveguides and waveguide splitters in bulk glass, fabrication of micromechanical devices in polymers, and subcellular photodisruption inside single cells.
    Flat space, deep learning, at Interface 2015, University of Florida (Gainesville, FL), Friday, April 24, 2015:
    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
    Flat space, deep learning, at Tour de mazur, Universiteit Twente (Enschede, Netherlands), Wednesday, November 25, 2015:
    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
    Flat space, deep learning, at Symposium on “Engaged Learning of Materials Science & Engineering in the 21st Century” at the MRS Annual Fall Meeting (Boston, MA), Monday, November 30, 2015:
    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
    Flat space, deep learning, at Tour de Mazur, TU Delft (Delft, Netherlands), Tuesday, November 24, 2015:
    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
    Flat space, deep learning, at Caltech (Pasadena, CA), Friday, October 23, 2015:
    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
    Flipped Classrooms 101 - An Introduction to Flipped Learning, at Texas A&M University, School of Medicine (Round Rock, TX), Wednesday, October 16, 2013:
    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 session, 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 Flipped Classrooms 101 - An Introduction to Flipped Learning
    Flipping your classroom for college readiness: Research-Based Strategies for your Classroom, at CRAFT Professional Development Institute, University of Texas at Austin (Austin, TX, USA), Saturday, November 10, 2012:
    How can I help my students learn in ways that pique their interest and enrich their subject matter understanding? We will explore this perennial question by considering an innovative, research-based teaching method called Peer Instruction (PI). Originally developed by Dr. Eric Mazur to address major gaps in students' conceptual knowledge of physics at Harvard University, this interactive pedagogical method is now widely used by thousands of instructors across the world. PI leverages the power of social learning and the latest advances in cognitive science to confront students' misconceptions... Read more about Flipping your classroom for college readiness: Research-Based Strategies for your Classroom
    Flipping your classroom for college readiness: Research-Based Strategies for your Classroom, at CRAFT Professional Development Institute, Hidalgo Independent School District (Hidalgo, TX, USA), Tuesday, August 21, 2012:
    How can I help my students learn in ways that pique their interest and enrich their subject matter understanding? We will explore this perennial question by considering an innovative, research-based teaching method called Peer Instruction (PI). Originally developed by Dr. Eric Mazur to address major gaps in students' conceptual knowledge of physics at Harvard University, this interactive pedagogical method is now widely used by thousands of instructors across the world. PI leverages the power of social learning and the latest advances in cognitive science to confront students' misconceptions... Read more about Flipping your classroom for college readiness: Research-Based Strategies for your Classroom
    Flipping your classroom using college readiness assignments: Research-Based Strategies for your Classroom, at CRAFT Professional Development Institute, University of Texas at Austin (Austin, TX, USA), Tuesday, June 26, 2012:
    How can I help my students learn in ways that pique their interest and enrich their subject matter understanding? We will explore this perennial question by considering an innovative, research-based teaching method called Peer Instruction (PI). Originally developed by Dr. Eric Mazur to address major gaps in students' conceptual knowledge of physics at Harvard University, this interactive pedagogical method is now widely used by thousands of instructors across the world. PI leverages the power of social learning and the latest advances in cognitive science to confront students' misconceptions... Read more about Flipping your classroom using college readiness assignments: Research-Based Strategies for your Classroom
    How the mind tricks us: visualizations and visual illusions, at International Conference on Technology in Collegiate Mathematics, Westin Copley Plaza (Boston, MA), Friday, February 16, 2007:
    Neurobiology and cognitive psychology have made great progress in understanding how the mind processes information – in particular visual information. The knowledge we can gain from these fields has important implications for the presentation of visual information and student learning
    How the Mind Tricks Us: Visualizations and Visual Illusions, at Teaching Renewal Conference, University of Missouri-Columbia (Columbia, MO), Friday, February 27, 2004:
    Neurobiology and cognitive psychology have made great progress in understanding how the mind processes information – in particular visual information. The knowledge we can gain from these fields has important implications for the presentation of visual information and student learning.
    How the mind tricks us: visualizations and visual illusions, at Course on Frontier Developments in Optics and Spectroscopy, Centro Ettore Majorana (Erice, Italy), Monday, June 25, 2007:
    Neurobiology and cognitive psychology have made great progress in understanding how the mind processes information – in particular visual information. The knowledge we can gain from these fields has important implications for the presentation of visual information and student learning

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