Presentations

    Science pedagogy - no longer a private frontier, at Frontiers in Science Teaching, Aarhus University (Aarhus, Denmark), Monday, June 18, 2012:
    Teaching within an academic research career is often cast as a private enterprise, representing a silo among professors’ more communal work within research groups and service activities. Just like new frontiers in science research, innovation in science education often involves joint ventures. In this presentation, we introduce for the first time Peer Instruction Network, a new social network developed at Harvard University to connect educators worldwide in their efforts to shape the terrains of how and what people learn in the 21st century. The presentation will include a live... Read more about Science pedagogy - no longer a private frontier
    Turn to your neighbor, at Turning Technology User Conference: Aarhus, Denmark, Aarhus University (Aarhus, Denmark), Tuesday, June 19, 2012:
    Peer Instruction (PI) is a teaching method that leverages the power of cutting-edge learning technologies, such as clickers, to transform learning. The centerpiece of Peer Instruction is the ConcepTest, a short interactive question that helps uncover student misconceptions. “Turn to your neighbor” is the classic catch-phrase of PI methodology, whereby teachers encourage students to think about a question, vote on their answer, and then turn to their neighbor to engage, rather than sitting passively in a lecture. In this presentation, we examine two big, open questions frequently posed by... Read more about Turn to your neighbor
    Disrupting Higher Education with Technological Innovation, at HEASPA Brown Bag, The University of Texas at Austin (Austin, TX), Thursday, March 20, 2014:
    Charles Eliot’s elective system initiated at Harvard University in the 1890s radically transformed the field of higher education. It is one of only a few truly disruptive innovations to catalyze universal change in how people learn on American college and university campuses. The only other innovation in learning that approaches this scale is another Harvard pedagogy – the Case Study Method, also developed in the late 19th century. Around the same time, one of the world’s most enduring technological innovations was born: the automobile. With thousands of advances since that time, todayâ... Read more about Disrupting Higher Education with Technological Innovation
    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
    An introduction to the flipped classroom, at Texas Woman's University (Denton, TX), Monday, March 4, 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 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.
    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:
    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
    Assessment: The Secret to Great Teaching, at Universidad de Diego Portales, LASPAU affiliated with Harvard University (Cambridge, MA), Thursday, April 4, 2013:
    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 Classroom: How to Turn Your Students' World Right-side Up, at Turning Technologies Webinar (New York, NY), Thursday, August 8, 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 webinar, 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: How to Turn Your Students' World 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:
    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 Classroom: How to turn your students' worlds upside down, at Academic Technology Group Roundtable Series, Wesleyan University (Middletown, CT), Monday, November 5, 2012:
    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 the Math classroom: How to turn your students' worlds right-side up , at New Jersey City University (Jersey City, NJ), Friday, February 1, 2013:
    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 Science Classroom: How to Turn your Students' Worlds Upside Down, at The Center for Scientific Teaching: Science Education Speakers Series, Yale University (New Haven, CT), Thursday, November 1, 2012:
    In a flipped classroom, instructors typically move information coverage outside the classroom so 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 on key concepts, called screencasting, and putting them online for viewing and engagement before class. In this workshop, Dr. Julie Schell will provide an overview of the history of the flipped classroom and introduce a set of innovative tools that go beyond screencasting, tools that instructors... Read more about Flipping the Science Classroom: How to Turn your Students' Worlds Upside Down
    Flipping the STEM classroom: How to turn your students' world upside down, at Fall STEM Webinar Series, LASPAU-Affiliated with Harvard University (Cambridge, MA, USA), Tuesday, September 4, 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 misunderstandings and misconceptions about subject matter. In this webinar, Dr. Julie Schell will introduce the flipped classroom technique and its history and present some practical strategies higher education faculty can use to design learning environments that facilitate student engagement with STEM subject-matter both in and... Read more about Flipping the STEM classroom: How to turn your students' world upside down
    Flipping the STEM classroom: How to turn your students' worlds right-side up , at Mount Royal University (Calgary, Alberta, Canada), Tuesday, February 5, 2013:
    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 
    From Student Readiness to Succeed to Student Success in College, at Program for Innovative Teaching in Chilean Higher Education a, LASPAU-Affliated with Harvard University (Cambridge, MA), Friday, November 4, 2011:
    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 From Student Readiness to Succeed to Student Success in College
    Innovative flipped classrooms, at Texas Woman's University (Denton, TX), Tuesday, March 5, 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 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)
    Peer Instruction: A Brains-on Workshop, at Taking Active Learning to the Next level: Real solutions for your classroom, Dawson College (Montreal, Quebec, Canada), Tuesday, April 3, 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 instructional technology to confront students'... Read more about Peer Instruction: A Brains-on Workshop
    Rethinking Student Learning Evaluation in Higher Education, at Program on Innovative Teaching: Chile, LASPAU-Harvard University (Cambridge, MA), Tuesday, October 2, 2012:
    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 Second Program on Innovative Teaching and Learning: Chile, LASPAU-Affiliated with Harvard University (Cambridge, MA, USA), Wednesday, May 2, 2012:
    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

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