Presentations

    Innovating the education system, at 7th Annual Global Competitiveness Forum (Riyadh, Kingdom of Saudi Arabia), Friday, January 17, 2014
    Panel discussion to address the following questions/points:
    • Are schools flexible enough to benefit from the changes brought about by technology and the changing ways children want to learn?
    • How do we build a culture of innovation within the education system?
    • How public education systems deliver excellent results
    • What role can the private sector play?
    • Transforming the school system and delivering innovative models to scale: what are the key levers and pitfalls?
    • Adapting global best practices in a national context

    ...

    Read more about Innovating the education system
    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 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.
    Getting every student ready for every class, at Webinar, Mercy College (Cambridge, MA), Thursday, November 2, 2017
    Over the past decades there has been a concerted push away from passive lecturing to active engagement in the classroom. A successful implementation of the so-called flipped classroom requires students to come to class prepared, either by reading the textbook or watching a pre-recorded video. A variety approaches have been devised to get students to take responsibility for this information transfer, but none manage to get all students to participate, compromising the in-class activities. I will present a new approach to get every student to prepare for every class using a new social learning... Read more about Getting every student ready for every class
    Discussion on Peer Instruction research, at Program on Peer Instruction, Singapore Polytechnic (Singapore), Tuesday, March 17, 2015:
    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.
    Flipped Classrooms 101—An Introduction to Flipped Learning, at Digital Solutions Complimentary Webinar Series, Pearson Thought Leadership (New York, NY), Tuesday, August 20, 2013:
    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
    Flipping the Classroom: How to turn your students' worlds upside down, at New England Board of Higher Education (Boston, MA), Monday, October 15, 2012:
    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
    From Academic to Entrepreneur, at OTD FAS/SEAS Research Administration Luncheon, Harvard University (Cambridge, MA), Thursday, April 25, 2013:
    A brief overview of the commercialization of some of the intellectual property developed in my laboratory.
    Getting every student ready for every class, at Webinar (Cambridge, MA), Wednesday, February 15, 2017:
    Over the past decades there has been a concerted push away from passive lecturing to active engagement in the classroom. A successful implementation of the so-called flipped classroom requires students to come to class prepared, either by reading the textbook or watching a pre-recorded video. A variety approaches have been devised to get students to take responsibility for this information transfer, but none manage to get all students to participate, compromising the in-class activities. I will present a new approach to get every student to prepare for every class using a new social learning... Read more about Getting every student ready for every class
    Nano and biophotonics, at DEAS Dean's Leadership Council Meeting, Harvard University (Cambridge, MA), Thursday, October 27, 2005:
    A brief overview of some of the research in the group.
    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:
    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

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