Presentations

    The scientific approach to teaching: Research as a basis for course design, at EDUVATE Forum, University of Pretoria (Pretoria, South Africa), Wednesday, May 30, 2012
    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.
    Assessment: Part 1 -- The silent killer of learning, at North Dakota State University (Fargo, ND), Wednesday, April 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: Part 1 -- The silent killer of learning
    Innovating Education to Educate Innovators, at 2017 National STEM Cell Foundation Scholars Program, Western Kentucky University (Bowling Green, KY), Thursday, June 8, 2017
    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 Innovating Education to Educate Innovators
    An introduction to femtosecond laser science, at 2003 Photonics West Conference (San Jose, CA), Tuesday, January 28, 2003:
    Description: This interactively taught half-day course provides basic knowledge of measurements of and research with femtosecond laser pulses. Beginning with the basic principles of the interaction of light and matter, we?ll discuss the often non-standard aspects of the interaction of intense short pulses with matter. Using worksheets we?ll address a number of common conceptual misconceptions in an interactive and collaborative setting.

    Learning outcomes: This course will enable you to

    • understand the basis for the electronic and optical properties of...
    Read more about An introduction to femtosecond laser science
    An introduction to femtosecond laser science, at Photonics West 2004 Conference (San Jose, CA), Sunday, January 25, 2004:
    This interactively taught half-day course provides basic knowledge of measurements of and research with femtosecond laser pulses. Beginning with the basic principles of the interaction of light and matter, we'll discuss the often non-standard aspects of the interaction of intense short pulses with matter. Using worksheets we'll address a number of common conceptual misconceptions in an interactive and collaborative setting.

    LEARNING OUTCOMES
    This course will enable you to:

    • understand the basis for the electronic and optical properties of solids and the interaction...
    Read more about An introduction to femtosecond laser science
    An introduction to femtosecond laser techniques, at 2005 SPIE Photonics West Conference (San Jose, CA), Sunday, January 23, 2005:
    General Course Description: This interactively taught half-day course provides basic knowledge of the measurements of and research with femtosecond laser pulses. Beginning with the basic principles of the interaction of light and matter, we'll discuss the interaction of intense short pulses with matter. Using worksheets we'll address a number of common conceptual misconceptions in an interactive and collaborative setting.

    Benefits Learning outcomes:

    This course will enable you to

    • Explain the basis for the electronic and optical properties of...
    Read more about An introduction to femtosecond laser techniques
    An introduction to femtosecond laser techniques: Part 1, at XIII Escola de Verão Jorge André Swieca de Ótica Quântica e Ótica Não Linear, Instituto de Física de São Carlos (São Carlos, SP, Brazil), Monday, January 23, 2012:
    This interactively taught half-day course provides basic knowledge of the measurements of and research with femtosecond laser pulses. Beginning with the basic principles of the interaction of light and matter, we'll discuss the interaction of intense short pulses with matter. Using worksheets we'll address a number of common conceptual misconceptions in an interactive and collaborative setting.
    An introduction to femtosecond laser techniques: Part 2, at XIII Escola de Verão Jorge André Swieca de Ótica Quântica e Ótica Não Linear, Instituto de Física de São Carlos (São Carlos, SP, Brazil), Tuesday, January 24, 2012:
    This interactively taught half-day course provides basic knowledge of the measurements of and research with femtosecond laser pulses. Beginning with the basic principles of the interaction of light and matter, we'll discuss the interaction of intense short pulses with matter. Using worksheets we'll address a number of common conceptual misconceptions in an interactive and collaborative setting.
    Educating 21st Century Innovators, at 1st Annual STEAM Sym​posium​​, Santa Clara County Office of Education (Santa Clara, CA), Saturday, April 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 Educating 21st Century Innovators
    Femtosecond Techniques for Materials Scientists, at Tutorial Q at the MRS Spring Meeting (San Francisco, CA), Monday, April 16, 2001:
    Femtosecond Techniques 1. Linear and nonlinear propagation of light a. Propagation of electromagnetic waves in dense media b. Dielectric function c. Lorentz equations, Drude model d. Pulse dispersion c. Nonlinear response f. Second harmonic generation and inversion symmetry (*) g. Self phase modulation and self-focusing h. Continuum generation 2. Femtosecond measurements a. Pump-probe technique b. Dispersion compensation techniques (*) c. Representation of pulses; Wigner representation d. Temporal characterization of pulses e. Joint time-frequency measurements (*) f. Frequency-resolved... Read more about Femtosecond Techniques for Materials Scientists
    Flat space, deep learning, at 1st Leiden University Conference on Educational Innovation, Rijksuniversiteit Leiden (Leiden, Netherlands), Monday, November 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
    Flat space, deep learning, at Master Class, Rijksuniversiteit Groningen (Groningen, Netherlands), Thursday, November 26, 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 Program on Peer Instruction, Singapore Polytechnic (Singapore), Tuesday, March 17, 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 Brigham Young University - Idaho (Rexburg, ID), Friday, May 15, 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 ETH Zurich (Zurich, Switzerland), Friday, November 28, 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 Pearson Biology Leadership Conference 12 (Austin, TX), Saturday, March 28, 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 Swiss Faculty Development Network Workshop, ETH Zurich (Zurich, Switzerland), Friday, November 28, 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
    Getting every student ready for every class, at Kent State University (Kent, OH), Friday, February 24, 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
    How the mind tricks us: visualizations and visual illusions, at University of Alaska Fairbanks (Fairbanks, AK), Friday, October 29, 2010:
    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
    Promoting Innovations in Learning: PBL, TBL, and Learning Catalytics, at Center for Promotion of Excellence in Higher Education Workshop, Kyoto University (Kyoto, Japan), Thursday, October 10, 2013:
    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 Promoting Innovations in Learning: PBL, TBL, and Learning Catalytics

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