Presentations

    Why you can pass tests and still fail in the real world, at Innovations in the Classroom, Park Plaza Hotel (Boston, MA), Thursday, August 30, 2012
    Why is it that stellar students sometimes fail in the workplace and dropouts succeed? Assessment has been called the "hidden curriculum" as it drives students' study habits. In this talk I will argue that most, if not all, assessment is inauthentic -- focussing on skills that are not relevant in life.
    Assessment: The silent killer of learning, at Nanjing University of Science and Technology (Nanjing, China), Monday, June 5, 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
    Assessment: The silent killer of learning, at 2017 National STEM Cell Foundation Scholars Program, Western Kentucky University (Bowling Green, KY), Thursday, June 8, 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
    Analyzing Educational Research using Vee Diagrams, at The College Student (Guest Lecturer), University of Texas at Austin (Austin, TX), Monday, January 30, 2012:
    In this lecture, we will discuss Vee Diagrams, a tool developed by Gowin in the 1970s to help biology students transfer knowledge from laboratory settings to larger contexts. Novak and Gowin (1984) descirbe the Vee as a heuristic to help students construct and make meaning of knowledge. I will introduce the key categories composing Vee Diagrams using examples from higher education practice. We will then collaboratively analyze a published educational research article using the Vee framework. After participating in this lecture, students will be able to use the Vee Diagram to analyze... Read more about Analyzing Educational Research using Vee Diagrams
    Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, University of Texas at Austin (Austin,TX), Thursday, May 23, 2013:
    The College Readiness Assignment Field-Test (CRAFT) project is working to disseminate standalone lessons designed by expert educators to prepare students for college-level success. In this presentation will discuss the heart of the CRAFT project: college readiness assignments (CRAs). We will dissect CRAs and demonstrate how the various parts map to state standards.
    Assessment: The Silent Killer of Learning, at Dudley Herschbach Teacher/Scientist lecture, Harvard University (Cambridge, MA), Tuesday, October 29, 2013:
    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 College of Science Distinguished Speaker, Rochester Institute to Technology (Rochester, NY), Monday, October 17, 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 Enhancing Teaching Effectiveness, Nyack College (Nyack, NY), Friday, October 21, 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 Public Lecture, ETH Zurich (Zurich, Switzerland), Thursday, November 27, 2014:
    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
    Flat space, deep learning, at Auburn University (Auburn, AL), Friday, September 19, 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
    Flat space, deep learning, at NES APS Spring Meeting, Boston Univeristy (Boston, MA), 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 Monash University and Monash College (Melbourne, Australia), Thursday, August 18, 2016:
    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 Yale-NUS College (Singapore), Tuesday, August 23, 2016:
    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 Program on Teaching and Learning Innovation, UNISAL (Lorena, Brazil), Wednesday, March 19, 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
    Flat space, deep learning, at Engineering Faculty, Pontificia Universidad Católica de Chile (Santiago, Chile), Friday, January 15, 2016:
    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 Purdue University (West Lafayette, IN), Friday, April 10, 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 Fall 2015 Meeting of the NCS-AAPT, Davidson College (Davidson, NC), Friday, October 16, 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 ISoTL Invited Scholar Series Lecture, The Chan Centre for Performing Arts, Royal Bank Cinema, University of British Columbia (Vancouver, BC, Canada), Thursday, January 22, 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: Web-based Tools for Facilitating In and Out-of-Class Engagement, at Academic Transformation Speaker's Series, University of Texas at Austin (Austin, TX), Friday, August 24, 2012:
    In a flipped classroom, instructors typically move information coverage out of the class so that that they can better leverage in-class time to address student misunderstandings and misconceptions about subject matter. The most basic iteration of a flipped class is pre-recording lectures on key concepts for students and putting them online for viewing and engagement (e.g., annotation) before class. In this workshop, Dr. Julie Schell will introduce a set of more advanced web-based instructional tools faculty can use to design learning environments that facilitate student engagement with... Read more about Flipped Classrooms: Web-based Tools for Facilitating In and Out-of-Class Engagement

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