Presentations

    Peer Instruction Workshop, at ICTLHE 2011 (Malacca, Malaysia), Wednesday, November 23, 2011:
    Education is more than just transfer of information, yet that is what is mostly done in large introductory courses -- instructors present material (even though this material might be readily available in printed form) and for students the main purpose of lectures is to take down as many notes as they can. Few students have the ability, motivation, and discipline to synthesize all the information delivered to them. Yet synthesis is perhaps the most important -- and most elusive -- aspect of education. I will show how shifting the focus in lectures from delivering information to synthesizing... Read more about Peer Instruction Workshop
    Engaging students one-on-one, all at once; Session 1, at LASPAU/IDIA Short Online Course for the Universidad de los Andes (Chile) (Cambridge, MA), Thursday, January 5, 2012:
    This short-course introduces participants to the ideas of Peer Instruction (PI) and Just- in-Time-Teaching (JiTT), two research-based methods for engaging students, improving conceptual understanding, increasing retention in courses and programs, and enhancing academic performance. Participants will also learn about a new approach to instructional design. Finally, participants will apply the knowledge gained to a specific course module they are (or will be) teaching, by re-designing (or designing) the syllabus for this course module and developing a plan for implementing PI and JiTT. The... Read more about Engaging students one-on-one, all at once; Session 1
    Engaging students one-on-one, all at once; Session 2, at LASPAU/IDIA Short Online Course for the Universidad de los Andes (Chile) (Cambridge, MA), Tuesday, January 17, 2012:
    Continuation of online workshop.

    This second 2-hour live online session will:

    • address the questions that have been submitted in the assignment form,
    • provide pointers on how to develop PI and JiTT questions,
    • discuss strategies for assessment, and
    • provide an opportunity to share ideas for learning goals and module improvements.
    Read more about Engaging students one-on-one, all at once; Session 2
    An introduction to femtosecond laser techniques: Part 1, at XIII Escola de Verão Jorge André Swieca de Ótica Quântica e Ótica Não Linear, Instituto de Física de São Carlos (São Carlos, SP, Brazil), Monday, January 23, 2012:
    This interactively taught half-day course provides basic knowledge of the measurements of and research with femtosecond laser pulses. Beginning with the basic principles of the interaction of light and matter, we'll discuss the interaction of intense short pulses with matter. Using worksheets we'll address a number of common conceptual misconceptions in an interactive and collaborative setting.
    An introduction to femtosecond laser techniques: Part 2, at XIII Escola de Verão Jorge André Swieca de Ótica Quântica e Ótica Não Linear, Instituto de Física de São Carlos (São Carlos, SP, Brazil), Tuesday, January 24, 2012:
    This interactively taught half-day course provides basic knowledge of the measurements of and research with femtosecond laser pulses. Beginning with the basic principles of the interaction of light and matter, we'll discuss the interaction of intense short pulses with matter. Using worksheets we'll address a number of common conceptual misconceptions in an interactive and collaborative setting.
    Peer Instruction: A Brains on Workshop, at WHA Fulbright Junior Visiting Faculty Development Institute, University of Texas, Austin (Austin, TX), Tuesday, January 31, 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 in classrooms at hundreds of institutions across the world. PI leverages the power of social learning and the latest advances in instructional technology to confront... Read more about Peer Instruction: A Brains on Workshop
    Peer Instruction Workshop, at University of the District of Columbia Community College (Washington, DC), Thursday, February 9, 2012:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this 2-3 hour long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Peer Instruction Workshop
    Peer Instruction Workshop, at University of the District of Columbia (Washington, DC), Friday, February 10, 2012:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this 2-3 hour long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Peer Instruction Workshop
    Taller de Instrucción entre Pares, at Seminario de Innovación Pedagógica, Allianza Francesa (Montevideo, Uruguay), Monday, February 13, 2012:
    Los objetivos fundamentales de la “Instrucción entre Pares” consisten en promover la interacción de los estudiantes durante la exposición del profesor, junto con centrar la atención de estos en las técnicas y conceptos de fondo. El método ha sido evaluado a través de diversos estudios, demostrando ser considerablemente más efectivo que la metodología expositiva tradicional. La “Instrucción entre pares” es utilizada hoy en un amplio rango de disciplinas. En este taller, los participantes asistirán a la aplicación de esta metodología y discutirán sobre las diversas formas... Read more about Taller de Instrucción entre Pares
    Turning lectures into learning, at Turning Technologies Learning Forum, Youngstown State University (Youngstown, OH), Friday, March 16, 2012:
    Almost 20 years ago, Harvard physicist Eric Mazur had an “aha” moment about his teaching practice that forced him to rethink the traditional unidirectional teaching model. He described his early approach to courses as “not how you teach it, but what you cover. [Then] I realized education was not merely a transfer of information. It was about how well students could assimilate information and transfer it to their own experience.” So Dr. Mazur radically changed his approach. He developed a strategy that incorporates “just-in-time” teaching with short lectures punctuated by... Read more about Turning lectures into learning
    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
    Peer Instruction, at Health Workforce Initiative Conference (Ontario, CA), Monday, April 2, 2012:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this day-long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Peer Instruction
    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
    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:
    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
    To really teach something, stop lecturing and give a test! Rethinking student learning evaluation in higher education, at Innovative Teaching for Deep Learning - Universidad Diego Portales, Chile, LASPAU-Affiliated with Harvard University (Cambridge, MA, USA), Wednesday, April 11, 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 To really teach something, stop lecturing and give a test! Rethinking student learning evaluation in higher education
    Engaging students one-on-one, all at once, at Penn State College of Medicine (Hershey, PA), Thursday, April 12, 2012:
    This workshop introduces participants to the ideas of Peer Instruction (PI) and Just- in-Time-Teaching (JiTT), two research-based methods for engaging students, improving conceptual understanding, increasing retention in courses and programs, and enhancing academic performance. Participants will also learn about a new approach to instructional design. Finally, participants will apply the knowledge gained to a specific course module they are (or will be) teaching, by re-designing (or designing) the syllabus for this course module and developing a plan for implementing PI and JiTT.
    Peer Instruction, at University of Rhode Island (Kingston, RI), Friday, April 13, 2012:
    The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this 2-hour long workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is... Read more about Peer Instruction
     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.
    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
    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:
    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

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