Presentations

    Venturing toward better teaching: Professors' knowledge base for pedagogical improvement in introductory STEM classrooms at major research universities., at The Association for The Study of Higher Education Annual Meeting (Vancouver, BC, Canada), Thursday, November 5, 2009
    Educational reformers often portray the majority of science, technology, engineering and mathematics (STEM) professors at American research universities as subject-matter experts but pedagogical novices (Baldwin, 2009; Boyer, 1998; Coopala, 2009; Handeslman et al., 2006; Wieman, 2006). Images of STEM professors as lacking knowledge about best teaching practices are especially prevalent in discussions about academic researchers: A wide array of constituents, from students and journalists to scholars of teaching and learning, have long proffered views of academic researchers as so heavily... Read more about Venturing toward better teaching: Professors' knowledge base for pedagogical improvement in introductory STEM classrooms at major research universities.
    Academic Researchers' Joint Ventures toward Undergraduate STEM Teaching Improvement at Major Research Universities, at American Educational Research Association Annual Meeting - Poster Session (Denver, Colorado), Sunday, May 2, 2010:
    Based on a qualitative study of 20 research-active science, technology, engineering and mathematics (STEM) professors’ teaching improvement efforts, this paper suggests that some academic researchers engage in highly-intensive, joint ventures to enhance their introductory pedagogy at major research universities. The study casts professors’ participation in such communal teaching activities as voluntary and as enacted despite problematic career structures that promote collaboration in research, not in teaching. Based on interviews, observations and documentary analysis, the study posits that... Read more about Academic Researchers' Joint Ventures toward Undergraduate STEM Teaching Improvement at Major Research Universities
    Academic Physicists' Introductory Teaching Improvement Efforts at Major Research Universities, at American Association of Physics Teachers Summer Meeting 2010 (Portland, OR, USA), Saturday, July 17, 2010
    There is no shortage of PER literature describing research-based, instructional strategies for improving teaching in introductory college physics courses. [1] It remains, however, that most physics faculty with visions of improved teaching based on such strategies must overcome significant barriers, including a reward system structured to direct faculty attention toward research and away from pedagogy. [2] Barriers to teaching improvement are compounded at major research universities (MRUs), where science faculty must balance extreme demands for research productivity with their teaching... Read more about Academic Physicists' Introductory Teaching Improvement Efforts at Major Research Universities
    Researching Implementation of Instructional Change in the Advanced Physics Laboratory, at American Association of Physics Teachers Summer Meeting 2010 (Portland, OR, USA), Saturday, July 17, 2010
    Abstract Body: Although physics education research on the implementation of instructional change in introductory physics laboratories is on the rise, dissemination of research on such change in advanced undergraduate laboratory courses is still lagging. This gap presents a problem for faculty seeking to improve students’ learning in advanced laboratories by using research-based pedagogies. In this study, we analyzed interview, observational, and course data to investigate four instructional changes implemented for the first time in an advanced physics laboratory course at one major research... Read more about Researching Implementation of Instructional Change in the Advanced Physics Laboratory
    Crafting learning goals using Backward Design: A hands-on workshop, at Center for Teaching and Learning, University of Texas, Austin (Austin, Texas, USA), Wednesday, November 17, 2010
    In this workshop we will go through the process of developing effective learning goals using the non-conventional approach of Backward Design (Wiggins and McTighe). After taking this workshop, new or experienced instructors and instructional developers will be able to identify best practices for preparing effective learning goals and revise a set of more traditional learning goals based on those best practices.
    The Social Learning Network: Advancing Student Learning in the Social Sciences using Peer Instruction, You Don't Get to Subject-Matter Understanding Without Making a Few Friends First, at Cognition, Brain & Behavior Colloquium, CUNY - Brooklyn College (Brooklyn, NY, USA), Wednesday, February 16, 2011
    How can I help my students learn in ways that pique their interest and enrich their subject matter understanding? In this Colloquium, we will explore this perennial question by considering an innovative, research-based teaching method called Peer Instruction (PI). Originally developed by Eric Mazur to address major gaps in students' conceptual knowledge of physics at Harvard University, this interactive pedagogical method is now widely used in classrooms at hundreds of institutions across the world. PI leverages the power of social learning and the latest advances in instructional technology... Read more about The Social Learning Network: Advancing Student Learning in the Social Sciences using Peer Instruction, You Don't Get to Subject-Matter Understanding Without Making a Few Friends First
    Using goal-based instructional design to frame innovative learning experiences, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
    Instructors are at their core, learning designers. Most begin drawing their plans for student learning using a traditional approach, considering: Which text book and readings should I use? Which topics should I cover? How should I test my students’ knowledge? Advances in learning science suggest turning this traditional approach to course planning upside down and design student learning experiences by first asking a set of different questions: What exactly do I want my students to be able to do after they take this course? What are the learning goals I have for... Read more about Using goal-based instructional design to frame innovative learning experiences
    Authentic Student Learning Evaluation Plans in Higher Education, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
    Open the doors to any classroom across the globe and you will observe an almost universal model for the evaluation of student learning. Instructors stand at the front of a lecture hall, teach content, students (at least we hope) attempt to learn that content, and then instructors evaluate that content learning through traditional assessments such as multiple-choice exams, quizzes, or research papers. Most of these conventional approaches to evaluation are one-dimensional and are not aligned with overarching learning goals that relate to competencies students actually need to progress... Read more about Authentic Student Learning Evaluation Plans in Higher Education
    The Syllabus: A Blueprint for Innovative Learning Experiences in Colombian Higher Education, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
    The syllabus is the blueprint for learning in higher education; it narrates the story of the larger learning experiences instructors and students should expect to encounter as they navigate the terrains of a course. It also represents the "logic" or "theory" of a course: If instructors and students use the syllabus as a guide, engage seriously in the content and activities laid out, then learning experiences should occur. Innovative syllabi bring together and make clear instructors' expectations for student learning (Learning Goals), the evidence and... Read more about The Syllabus: A Blueprint for Innovative Learning Experiences in Colombian Higher Education
    Peer instruction: discussion and brains-on demo, at Physics and Astronomy New Faculty Workshop (Greenbelt, MD), Monday, June 27, 2011:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about Peer instruction: discussion and brains-on demo
    Authentic Student Learning Evaluation Plans in Higher Education, at Seminario Internacional: Metodologías Activas y Evaluación de Aprendizaje, MECESUP (Santiago, Chile), Monday, July 18, 2011
    Open the doors to any classroom across the globe and you will observe an almost universal model for the evaluation of student learning. Instructors stand at the front of a lecture hall, teach content, students (at least we hope) attempt to learn that content, and then instructors evaluate that content learning through traditional assessments such as multiple-choice exams, quizzes, or research papers. Most of these conventional approaches to evaluation are one-dimensional and are not aligned with overarching learning goals that relate to competencies students actually need to progress... Read more about Authentic Student Learning Evaluation Plans in Higher Education
    Repensar la evaluación del aprendizaje de los estudiantes en la educación superior, at aller Hacia La Sociedad del Conocimiento Transformando la Educación Superior (Santo Domingo,, República Dominicana), Thursday, September 15, 2011:
    Al abrir las puertas de cualquier sala de clases en cualquier parte del mundo, podrá observar un modelo casi universal de evaluación del aprendizaje del es- tudiante. Los profesores están ubicados al frente del salón de clases, enseñan contenido, los estudiantes (eso esperamos) intentan aprender el contenido y los profesores lo evalúan a través de métodos tradicionales, tales como exámenes de opciones múltiples, exámenes cortos o tareas de investigación. La mayoría de es- tos métodos convencionales de evaluación son de una sola dimensión y no están alineados con metas amplias... Read more about Repensar la evaluación del aprendizaje de los estudiantes en la educación superior
    Repensar la evaluación del aprendizaje de los estudiantes en la educación superior, at aller Hacia La Sociedad del Conocimiento Transformando la Educación Superior (Santo Domingo,, República Dominicana), Friday, September 16, 2011:
    Al abrir las puertas de cualquier sala de clases en cualquier parte del mundo, podrá observar un modelo casi universal de evaluación del aprendizaje del es- tudiante. Los profesores están ubicados al frente del salón de clases, enseñan contenido, los estudiantes (eso esperamos) intentan aprender el contenido y los profesores lo evalúan a través de métodos tradicionales, tales como exámenes de opciones múltiples, exámenes cortos o tareas de investigación. La mayoría de es- tos métodos convencionales de evaluación son de una sola dimensión y no están alineados con metas amplias... Read more about Repensar la evaluación del aprendizaje de los estudiantes en la educación superior
    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
    Rethinking student learning assessment in higher education, 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), Friday, October 21, 2011:
    Open the doors to any classroom across the globe and you will observe an almost universal model for the evaluation of student learning. Instructors stand at the front of a lecture hall, teach content, students (at least we hope) attempt to learn that content, and then instructors evaluate that content learning through traditional assessments such as multiple-choice exams, quizzes, or research papers. Most of these conventional approaches to evaluation are one-dimensional and not aligned with overarching learning goals that relate to competencies students actually need to progress successfully... Read more about Rethinking student learning assessment in higher education

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