Presentations

Conservation re-examined: What we say is not what we think, at Prentice Hall Contributors Meeting (Cambridge, MA), Wednesday, May 17, 2000
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
Applied Physics, at SEAS Retreat, Harvard Innovation Lab (Boston, MA), Friday, December 16, 2011:
talk_1867.pdf
N/A
Educational Activities, at NSEC Advisory Board Meeting Presentation, Harvard University (Cambridge, MA), Monday, April 14, 2003:
talk_470.pdf
Discussion on Peer Instruction research, at Program on Peer Instruction, Singapore Polytechnic (Singapore), Tuesday, March 17, 2015:
talk_2439.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.
From Academic to Entrepreneur, at OTD FAS/SEAS Research Administration Luncheon, Harvard University (Cambridge, MA), Thursday, April 25, 2013:
talk_2152.pdf
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:
talk_2665.pdf
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:
talk_1194.pdf
A brief overview of some of the research in the group.
NSEC Education and Outreach Activities, at NSEC Annual Workshop, Harvard University (Cambridge, MA), Friday, May 10, 2002:
talk_1105.pdf
Rethinking physics, at Pearson Sales Force Webinar (Cambridge, MA), Thursday, November 15, 2012:
talk_2224.pdf
Stopping time: from flashes to lasers, at Current Science and Technology Presentation, Museum of Science Boston (Boston, MA), Saturday, January 17, 2004:
talk_521.pdf
Video of persentation available on Museum of Science Current Science and Technology page.
Stopping time: from flashes to lasers, at Current Science and Technology Presentation, Museum of Science (Boston, MA), Thursday, April 24, 2003:
talk_461.pdf
Video of persentation available on Museum of Science Current Science and Technology page.
Stopping time: from flashes to lasers, at Current Science and Technology Presentation, Museum of Science (Boston, MA), Saturday, February 15, 2003:
talk_459.pdf
Video of persentation available on Museum of Science Current Science and Technology page.
Studying material properties with lasers, at Congressional Staff Visit, Harvard University (Cambridge, MA), Monday, December 12, 1994:
talk_1119.pdf
Studying material properties with lasers, at Congressional Staff Visit, Harvard University (Cambridge, MA), Monday, December 12, 1994:
talk_1119.pdf
Teaching Physics, Conservation Laws First, at Webinar (Cambridge, MA), Wednesday, March 30, 2016:
talk_2630.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.
Teaching Physics, Conservation Laws First, at Webinar (Cambridge, MA), Friday, February 26, 2016:
talk_2617.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.
The Principles and Practice of Physics, at Webinar (Cambride, MA), Thursday, January 15, 2015:
talk_2396.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.

Pages