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    How to Transform Learning in STEM…With Teaching, at Techniques for Improving Student Engagement of STEM Students, Union County College (Elizabeth, NJ), Saturday, October 20, 2012:
    talk_2020.pdf
    "We are doing an incredible job of preparing our students for the 20th century." This quote from Professor Cathy Davidson reflects the problematic nature of an educational system that was structured for schooling in the industrial age and which has not caught up to the realities of the 21st century. Traditional teaching prepares students well for the procedural work of assembly lines and tasks that are now completed much more efficiently and quickly by computers. Today's STEM workforce demands more heuristic models of thinking toward solving pressing social problems that are without easy or... Read more about How to Transform Learning in STEM…With Teaching
    How Trap the Boredom Monster...with a Classroom?, at Association of University Interior Designers, The University of Texas at Austin (Austin, TX), Tuesday, October 15, 2013:
    talk_2210.pdf
    In this interactive session, we consider three questions: What do current classroom spaces feel like to students and teachers? What do current classroom spaces look like? And what can classroom spaces look and feel like. The flipped classroom is offered as gold-standard approach to 21st century learning. Participants will experience live demonstrations of innovative pedagogies that can be used to facilitate the flipped classroom.
    Innovative Flipped Classrooms, at Syracuse University (Syracuse, NY), Friday, April 26, 2013:
    talk_2154.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 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:
    talk_1902.pdf
    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:
    talk_1926.pdf
    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.
    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:
    talk_1798.pdf
    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
    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:
    talk_1785.pdf
    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:
    talk_1786.pdf
    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
    Researching Student and Faculty College Readiness Views—A Holistic Approach, at National Association of Developmental Education (Orlando, FL), Thursday, February 23, 2012:
    talk_1871.pdf
    This session shares current research on college readiness, with supporting quantitative data from a national assessment on first-year expectations (Cooperative Institutional Research Program (CIRP)) and qualitative data from a UT-Austin survey of faculty and student perceptions of college readiness. Data will be used to strengthen the argument for a broader definition of college readiness to include cognitive strategies beyond content knowledge. Presenters will share data that outline first-year student college expectations and attitudes of their level of college preparedness. This data shows... Read more about Researching Student and Faculty College Readiness Views—A Holistic Approach
    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:
    talk_1803.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 assessment 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
    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
    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:
    talk_1761.pdf
    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
    Unlocking the secrets to student success: Real strategies for your classroom, at Innovative teaching for deeper learning institute, LASPAU-Affiliated with Harvard University (Cambridge, MA), Wednesday, April 11, 2012:
    talk_1904.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
    Using goal-based instructional design to frame innovative learning experiences, at Renovacion Pedagogica 2011, Universidad Del Norte (Barranquilla, Colombia), Friday, June 10, 2011:
    talk_1759.pdf
    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
    Using pedagogical innovation to improve student success in first-year courses, at 2013 International HETL Conference, University of Central Florida (Orlando, FL, USA), Monday, January 14, 2013:
    talk_2058.pdf
    Student retention is a higher education problem that penetrates diverse contexts, including institutional types, subject matter, and geographic region. Theories have historically linked increased retention rates to concepts such as campus involvement and institutional engagement (Tinto, 1993). Most higher education retention interventions thus focus on keeping students who are already at university, enrolled. Attrition is at its highest at the end of the first year of study (Tinto, 1993). One reason students drop out at this stage is because they are struggling academically in large,... Read more about Using pedagogical innovation to improve student success in first-year courses
    Using Questions to Catalyze Learning: Question Design Workshop, at Weill Cornell Medical College (New York, NY), Thursday, February 20, 2014:
    talk_2271.pdf
    Questions are the heart of engaging students in any classroom. In this workshop, we will collaborate to discover the elements of effective questions. We will practice answering different question types as a large group via a classroom response system called Learning Catalytics and contrast that experience with other classroom response systems, such as flashcards and clickers. Finally, we will work individually and in pairs on a case study to learn promising practices for developing effective questions.
    Why improve STEM teaching?, at Fulbright WHA Junior Visiting Faculty Development Institute, University of Texas at Austin (Austin, TX), Wednesday, January 25, 2012:
    talk_1869.pdf
    Scientists discover the world that exists; engineers create the world that never was." This quote from Theodore von Kármán reflects the complexity and challenges scientists and engineers face. In their endeavors to discover and create, as educators they face the critical need to better prepare future scientists and engineers to innovate in our increasingly high-technology society. Schools and universities across the globe are working to attract students to STEM programs and to design learning environments that will help ensure student success. Industry requires knowledge experts who possess... Read more about Why improve STEM teaching?

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