Presentations

    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
    Flip Class Question Design Workshop, at ATL Summer Teaching Institute, NC AT & T State University (Greensboro, NC), Tuesday, May 14, 2013:
    Questions are the heart of engaging students in a flipped class. In this workshop, we will collaborate to discover the elements of an effective question. We will practice answering different question types as a large group and work individually and in pairs on a flipped classroom case study to learn promising practices for developing effective questions. At the end of the workshop, we will also apply our learning by trying to write a few new questions.
    Flipped classrooms 101: An introduction to the flipped classroom, at CSM Faculty Development Workshops, Rowan University (Glassboro, NJ), Friday, April 12, 2013:
    Instructors all over the globe are turning their students' worlds around by flipping their 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 student difficulties and misconceptions. In this interactive session, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. During the workshop, she will discuss the why, what, and how of flipped classrooms by confronting and resolving a series of common myths about flipped teaching. Participants... Read more about Flipped classrooms 101: An introduction to the flipped classroom
    Flipped Classrooms 101—An Introduction to Flipped Learning, at Howard Hughes Medical Institute, Southwestern University (Georgetown, TX), Friday, October 25, 2013:
    Instructors all over the globe are turning their students' worlds around by flipping their 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 student difficulties and misconceptions. In this interactive session, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. She will use responses from these activities in the workshop and discuss the why, what, and how of flipped classrooms by confronting and resolving a series common myths about... Read more about Flipped Classrooms 101—An Introduction to Flipped Learning
    Flipping the Classroom 101, at ATL Summer Teaching Institute, NC AT & T State University (Greensboro, NC), Monday, May 13, 2013:
    An introduction to the flipped classroom Instructors all over the globe are turning their students' worlds around by flipping their 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 student difficulties and misconceptions. In this interactive session, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. She will use responses from these activities in the workshop and discuss the why, what, and how of flipped classrooms by confronting... Read more about Flipping the Classroom 101
    Flipping the Classroom 101 - An Introduction to Flipped Learning, at Southwest College of Naturopathic Medicine (Phoenix, AZ), Saturday, January 25, 2014:
    Instructors all over the globe are turning their students' worlds around by flipping their 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 student difficulties and misconceptions. In this interactive session, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. She will use responses from these activities in the workshop and discuss the why, what, and how of flipped classrooms by confronting and resolving a series common myths about... Read more about Flipping the Classroom 101 - An Introduction to Flipped Learning
    Flipping your classroom using college readiness assignments: Research-Based Strategies for your Classroom, at CRAFT Professional Development Institute, KIPP Austin (Austin, TX, USA), Wednesday, July 25, 2012:
    How can I help my students learn in ways that pique their interest and enrich their subject matter understanding? We will explore this perennial question by considering an innovative, research-based teaching method called Peer Instruction (PI). Originally developed by Dr. Eric Mazur to address major gaps in students' conceptual knowledge of physics at Harvard University, this interactive pedagogical method is now widely used by thousands of instructors across the world. PI leverages the power of social learning and the latest advances in cognitive science to confront students' misconceptions... Read more about Flipping your classroom using college readiness assignments: Research-Based Strategies for your Classroom
    Flipping your Classroom with Peer Instruction and Learning Catalytics, at Southwest College of Naturopathic Medicine (Phoenix, AZ), Saturday, January 25, 2014:
    Flipped learning is much more than watching videos and doing homework in class. In this hands-on session, Dr. Julie Schell will introduce one research-based flipped method called Peer Instruction. A primary goal of Peer Instruction is to radically transform students’ in-class experiences. Originally developed for use in college physics at Harvard University, thousands of teachers currently use Peer Instruction in many disciplines with many different age groups, all over the world. Participants of this session will learn how flipped learning with Peer Instruction works, participate in a live... Read more about Flipping your Classroom with Peer Instruction and Learning Catalytics
    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
    How to help people learn, at CRAFT Professional Development Institute, University of Texas at Austin (Austin, TX), Thursday, May 23, 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 people learn better. In this workshop, Dr. Julie Schell will demo three simple tips educators can use to catalyze learning in any educational context.
    Innovative Flipped Classrooms, at Syracuse University (Syracuse, NY), Friday, April 26, 2013:
    Simply putting lectures online is one way to flip a class, but it is not the best way. In this workshop, Dr. Julie Schell will introduce two research-based strategies teachers can use to design learning environments that boost student engagement with subject-matter both in and outside of class. Attendees will experience live demonstrations of one flipped class technique called Peer Instruction, developed at Harvard University and backed by 20 years of research, that can be used in any discipline and with any class size. We will also test out a new classroom response system that facilitates... Read more about Innovative Flipped Classrooms
    Institutional strategies for improving student retention in Latin American higher education, at Institute for Innovation in Brazilian and Ecuadorian Higher Education, LASPAU-Affiliated with Harvard University (Cambridge, MA), Tuesday, March 27, 2012:
    Improving student success is one of the most pressing issues in higher education across the world. Too often, despite succeed in secondary classrooms, students are entering college underprepared to engage in the rigors of undergraduate study, which results in a number of consequences for institutions. High drop out, failure, and withdrawal rates limit students’ abilities to take full advantage of their college experience and reach their highest potential. Failing to intervene in the success problem has substantial cost implications for institutions, instructors, and societies within which... Read more about Institutional strategies for improving student retention in Latin American higher education
     Liderando la Innovación en la Educación Superior en la República Dominicana: The Cycle of Innovation in The Dominican Republic, at Encuentro para la mejora e innovación en la enseñanza en República Dominicana (Santo Domingo, República Dominicana), Tuesday, April 17, 2012:
    In this workshop, we demonstrate the cycle of innovation for teaching and learning improvement in Dominican higher education, resulting from a year-long initiative sponsored by Ministerio de Educación Superior, Ciencia y Tecnología (MESCYT) y la Fundación INICIA.

Pages