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    Unlocking the secrets to student success: Real strategies for your classroom, at Second Program on Innovative Teaching and Learning: Chile, LASPAU-Affiliated with Harvard University (Cambridge, MA), Friday, May 4, 2012:
    talk_1937.pdf
    Improving student success is one of the most pressing issues in higher education across the world. Too often, despite succeeding 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... Read more about Unlocking the secrets to student success: Real strategies for your classroom
    Peer Instruction: Real strategies for your classroom, at Dr. Edwin Hodge, Jr. Institute for Teaching and Learning, Thiel College (Greenville, PA), Thursday, May 17, 2012:
    talk_1940.pdf
    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 instructional technology to confront students'... Read more about Peer Instruction: Real strategies for your classroom
    Rethinking student learning evaluation in higher education, at Strengthening Teaching and Learning in STEM Fields: Uruguay, LASPAU-Harvard University (Cambridge, MA, USA), Friday, June 22, 2012:
    talk_1959.pdf
    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 evaluation in higher education
    Rethinking student learning evaluation in higher education, at Strengthening Teaching and Learning in STEM Fields: Uruguay, LASPAU-Harvard University (Cambridge, MA, USA), Friday, June 22, 2012:
    talk_1959.pdf
    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 evaluation in higher education
    Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, University of Texas at Austin (Austin, TX), Tuesday, July 24, 2012:
    talk_1965.pdf
    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.
    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:
    talk_1964.pdf
    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
    Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, Hidalgo Independent School District (Hidalgo, TX), Tuesday, August 21, 2012:
    talk_1971.pdf
    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.
    College Readiness 101, at CRAFT Professional Development Institute, Hidalgo Independent School District (Hidalgo, TX), Tuesday, August 21, 2012:
    talk_1970.pdf
    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 College Readiness 101
    Rethinking Student Learning Evaluation in Higher Education, at Program on Innovative Teaching: Chile, LASPAU-Harvard University (Cambridge, MA), Tuesday, October 2, 2012:
    talk_2015.pdf
    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 Evaluation 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
    Flipping the Classroom: How to turn your students' worlds upside down, at Academic Technology Group Roundtable Series, Wesleyan University (Middletown, CT), Monday, November 5, 2012:
    talk_1993.pdf
    In a flipped classroom, instructors typically move information coverage outside the classroom so that that they can better leverage in-class time to address student misunderstandings and misconceptions about subject matter. The most basic and popular iteration of a flipped class is pre-recording lectures, called screencasting, on key concepts for students and putting them online for viewing and engagement before class. In this seminar, Dr. Julie Schell will provide an overview of the history of the flipped classroom and introduce a set of innovative tools that go far beyond screencasting,... Read more about Flipping the Classroom: How to turn your students' worlds upside down
    Flipping your classroom with Peer Instruction, at Wesleyan University (Middletown, CT), Monday, November 5, 2012
    This workshop will introduce on one popular flipped-class method called Peer Instruction, developed by Eric Mazur at Harvard University in the 1990s. The workshop will include a live demo of Peer Instruction and a new classroom response system developed in the Mazur Group at Harvard University that addresses the limitations of clickers.
    Flipping the STEM classroom: How to turn your students' worlds upside down, at Frontiers of Engineering Education Educational Innovation Seminar Series, Worcester Polytechnic Institute (Worcester, MA), Wednesday, November 7, 2012
    Instructors all over the globe are turning their students' worlds upside down by flipping their classrooms. In a flipped class, teachers typically move information coverage out of the lecture hall so that they can better leverage in-class time to address student misconceptions. In this workshop, Dr. Julie Schell will introduce the flipped classroom technique, review its history, and present some practical strategies teachers can use to design learning environments that facilitate student engagement with STEM subject-matter both in and outside of class. Attendees will experience live... Read more about Flipping the STEM classroom: How to turn your students' worlds upside down
    Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, University of Texas at Austin (Austin,TX), Saturday, November 10, 2012:
    talk_2033.pdf
    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.
    Assessment: The Secret to Great Teaching, at Webinar Series on Strategies for Innovation in Engineering Education in Brazil, LASPAU-Affiliated with Harvard University (Cambridge, MA), Sunday, December 2, 2012:
    talk_2045.pdf
    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 Assessment: The Secret to Great Teaching
    Flipping the Math classroom: How to turn your students' worlds right-side up , at New Jersey City University (Jersey City, NJ), Friday, February 1, 2013:
    talk_2075.pdf
    Instructors all over the globe are turning their students' worlds around by flipping their classrooms. In a flipped class, teachers typically 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 three hour workshop, Dr. Julie Schell will introduce the basic flipped classroom technique, review its history, and present two practical flipped teaching methods teachers can use to design learning environments that facilitate student engagement with mathematical subject-matter both in and outside... Read more about Flipping the Math classroom: How to turn your students' worlds right-side up 
    Flipping the classroom: How to turn your students' worlds right-side up , at Mount Royal University (Calgary, Alberta, Canada), Tuesday, February 5, 2013:
    talk_2076.pdf
    Instructors all over the globe are turning their students' worlds around by flipping their classrooms. In a flipped class, teachers typically 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 workshop, Dr. Julie Schell will introduce the flipped classroom technique, review its history, and present two practical strategies teachers can use to design learning environments that facilitate student engagement with subject-matter both in and outside of class. Attendees will experience live... Read more about Flipping the classroom: How to turn your students' worlds right-side up 
    Flipping the STEM classroom: How to turn your students' worlds right-side up , at Mount Royal University (Calgary, Alberta, Canada), Tuesday, February 5, 2013:
    talk_2077.pdf
    STEM faculty all over the globe are turning their students' worlds around by flipping their classrooms. In a flipped class, teachers typically move information coverage out of the lecture hall so that they can better leverage in-class time to address student difficulties and misconceptions about STEM subject matter. Some teachers are even flipping laboratories.  In this workshop, Dr. Julie Schell will introduce the flipped classroom technique, review its history, and present two practical strategies teachers can use to design learning environments that facilitate student engagement with... Read more about Flipping the STEM classroom: How to turn your students' worlds right-side up 
    An introduction to the flipped classroom, at Texas Woman's University (Denton, TX), Monday, March 4, 2013:
    talk_2090.pdf
    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 workshop, Dr. Julie Schell will introduce the flipped classroom technique, review its history, and confront and resolve big questions and myths about flipped teaching. Participants will observe a demo on how to create lecture videos and get tips on creating their own.
    Innovative flipped classrooms, at Texas Woman's University (Denton, TX), Tuesday, March 5, 2013:
    talk_2091.pdf
    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 practical 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. (1.5 hrs)

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