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 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.
    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
    Flipping your syllabus from teacher to student centeredness, at Program on Innovative Teaching: Chile, LASPAU-Harvard University (Cambridge, MA), Tuesday, October 2, 2012
    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 performance tasks (Evaluation Plans)... Read more about Flipping your syllabus from teacher to student centeredness
    Evidence-Based Instructional Strategies that Improve College Student Success, at CSSP Technical Assistance Workshop for the Texas Higher Education Coordinating Board, University of Houston (Houston, TX), Thursday, May 30, 2013
    One day workshop on increasing the use of evidence-based pedagogies to improve student success in postsecondary education in Texas over three sessions. Session 1 provided interactive training on Flipped Classrooms, Just-in-Time Teaching and Peer Instruction. Session 2, a working session featuring a case study of evidence-based instructional strategies at scale; Session 3, an instructional hack-a-thon to identify barriers and invent clever solutions to increasing faculty adoption of innovative teaching methods at individual institutions.
    How to help people learn, at Advancing Improvement in Education Conference (Austin, TX), Wednesday, September 25, 2013
    Advances in cognitive science have changed what we know about how people learn, but pedagogical approaches have not adapted to use this knowledge to help our students learn better. In this workshop, Dr. Julie Schell will demo three simple tips educators can use to catalyze learning in any educational context.
    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), Monday, June 25, 2012:
    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.
    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
    Accelerating Academic Achievement at the University, at University of Texas at Austin (Austin, TX), Thursday, August 23, 2012:
    Improving student success is one of the most pressing issues in higher education across the world. Too often, despite succeeding in secondary classrooms, students enter college underprepared to engage in the rigors of undergraduate study, which results in a number of consequences for institutions. High dropout, failure, and withdrawal rates limit students’ abilities to take full advantage of their college experience and reach their highest potential. Failing to intervene has substantial cost implications for institutions, instructors, and societies within which an educated workforce is key... Read more about Accelerating Academic Achievement at the University
    Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, University of Texas at Austin (Austin, TX), Tuesday, July 24, 2012:
    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.
    Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, University of Texas at Austin (Austin,TX), Saturday, November 10, 2012:
    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.
    Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, Hidalgo Independent School District (Hidalgo, TX), Tuesday, August 21, 2012:
    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.
    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.
    Blended Learning 101, at OnRamps Spring Professional Development Seminar, The University of Texas at Austin (Austin, TX), Monday, February 24, 2014:
    In this seminar, we will construct an understanding of what blended learning is and what it is not. Participants will generate their own definitions of blended learning and identify elements of their classroom teaching that qualify. We will also collaborate to determine why blended learning is important.

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