Presentations

    The make-believe world of real-world physics, at Physics Colloquium, Massachusetts Institute of Technology (Cambridge, MA), Thursday, May 17, 2012:
    That physics describes the real world is a given for physicists. In spite of tireless efforts by instructors to connect physics to the real world, students walk away from physics courses believing physicists live in a world of their own. Are students clueless about the real world? Or are we perhaps deluding ourselves and misleading our students about the real world?
    The scientific approach to teaching (Using Data to Debunk Teaching Myths), at Supporting Active Learning & Technology in Science Education Workshop, Dawson College (Montreal, QC, Canada), Wednesday, May 23, 2012:
    This is a unique opportunity to hear Professor Mazur talk about the use of data to make decisions about our classroom practices. Dr Mazur will show how the same scientific approach used in laboratories can be used to inform teaching pedagogies in our classrooms. Consistent with his active learning message, the exact content of the workshop is, well... up to YOU!

    Register and fill the survey. Dr Mazur will design his active learning workshop around YOUR questions and concerns about active learning and will show that...

    Read more about The scientific approach to teaching (Using Data to Debunk Teaching Myths)
    The scientific approach to teaching: Research as a basis for course design, at EDUVATE Forum, University of Pretoria (Pretoria, South Africa), Wednesday, May 30, 2012
    Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't work. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk I will discuss some research my group has done on gender issues in science courses and on the effectiveness of classroom demonstrations.
    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:
    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:
    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), Monday, June 25, 2012:
    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, University of Texas at Austin (Austin, TX, USA), Tuesday, June 26, 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
    The scientific approach to teaching: Research as a basis for course design, at Forty Forth Conference of the European Group on Atomic Systems (Gothenburg, Sweden), Thursday, July 12, 2012:
    Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't work. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk I will discuss some research my group has done on gender issues in science courses and on the effectiveness of classroom demonstrations.
    Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, University of Texas at Austin (Austin, TX), Tuesday, July 24, 2012:
    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:
    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:
    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:
    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
    Flipping your classroom for college readiness: Research-Based Strategies for your Classroom, at CRAFT Professional Development Institute, Hidalgo Independent School District (Hidalgo, TX, USA), Tuesday, August 21, 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 for college readiness: Research-Based Strategies for your Classroom
    The scientific approach to teaching: Research as a basis for course design, at Curso de Innovación en la Enseñanza y el Aprendizaje, Universidad de los Andes (Santiago, Chile), Thursday, August 23, 2012:
    Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't work. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk I will discuss some research my group has done on gender issues in science courses and on the effectiveness of classroom demonstrations.
    Accelerating Academic Achievement at the University, at University of Texas at Austin (Austin, TX), Thursday, August 23, 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 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 Accelerating Academic Achievement at the University
    Flipped Classrooms: Web-based Tools for Facilitating In and Out-of-Class Engagement, at Academic Transformation Speaker's Series, University of Texas at Austin (Austin, TX), Friday, August 24, 2012:
    In a flipped classroom, instructors typically move information coverage out of the class so that that they can better leverage in-class time to address student misunderstandings and misconceptions about subject matter. The most basic iteration of a flipped class is pre-recording lectures on key concepts for students and putting them online for viewing and engagement (e.g., annotation) before class. In this workshop, Dr. Julie Schell will introduce a set of more advanced web-based instructional tools faculty can use to design learning environments that facilitate student engagement with... Read more about Flipped Classrooms: Web-based Tools for Facilitating In and Out-of-Class Engagement
    Why you can pass tests and still fail in the real world, at Innovations in the Classroom, Park Plaza Hotel (Boston, MA), Thursday, August 30, 2012
    Why is it that stellar students sometimes fail in the workplace and dropouts succeed? Assessment has been called the "hidden curriculum" as it drives students' study habits. In this talk I will argue that most, if not all, assessment is inauthentic -- focussing on skills that are not relevant in life.
    The scientific approach to teaching: Research as a basis for course design, at ALT-C 2012, University of Manchester (Manchester, UK), Tuesday, September 11, 2012:
    Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't work. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk I will discuss some research my group has done on gender issues in science courses and on the effectiveness of classroom demonstrations.
    The scientific approach to teaching: Research as a basis for course design, at Charles C. Jones Seminar, Dartmouth College (Hanover, NH), Friday, September 21, 2012:
    Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't work. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk I will discuss some research my group has done on gender issues in science courses and on the effectiveness of classroom demonstrations.
    The scientific approach to teaching: Research as a basis for course design, at Department of Physics and Astronomy Seminar, Youngstown State University (Youngstown, OH), Thursday, September 27, 2012:
    Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't work. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk I will discuss some research my group has done on gender issues in science courses and on the effectiveness of classroom demonstrations.

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