Presentations

    Assessment Part 2: Designing Good Questions, at North Dakota State University (Fargo, ND), Wednesday, April 5, 2017
    In this workshop we will analyze the components of effective ConcepTest implementation and design. Participants will begin to design their own ConcepTests. At the end the workshop we will pilot a selected set of the newly designed ConcepTests with the participants.
    Learning Together Through Technology, at AAPT Summer Meeting (Syracuse, NY), Saturday, July 22, 2006
    The LT3 software, a combination of the Harvard ILT and the Erskine BQ programs, is a free, open source, web-based program. Many instructors are excited by new interactive pedagogies like Just-In-Time-Teaching (JITT) or Peer Instruction. LT3 provides an easy way to implement these. Participants will have hands-on experience as they learn: to create and manage courses in the LT3 program; to set up JiTT reading assignments; to access and browse a unique pool of content material, including ConceptTests, physlets, reading assignments and homework problems; to facilitate this content for in-class... Read more about Learning Together Through Technology
    Peer Instruction: workshop -- technology, at Seminario Internacional sobre la Enseñanza y Aprendizaje Efectivo, Universidad Adolfo Ibáñez (Santiago, Chile), Tuesday, January 20, 2009:
    It has been suggested the lack of interaction in large lecture courses is to blame for the many problems facing these courses: declining enrollments, low attendance, poor evaluations, and disappointing retention. We offer a way of redesigning the classroom so interaction is introduced in many aspects of the course. This approach has shown to be effective by many instructors in a broad variety of environments. I will demonstrate some of the tools we have developed to foster this interaction.
    Peer instruction : a hands-on workshop, at 2010 International CDIO Conference, �cole Polytechnique de Montr�al (Montreal, Canada), Wednesday, June 16, 2010:
    It has been suggested the lack of interaction in large lecture courses is to blame for the many problems facing these courses: declining enrollments, low attendance, poor evaluations, and disappointing retention. We offer a way of redesigning the classroom so interaction is introduced in many aspects of the course. This approach has shown to be effective by many instructors in a broad variety of environments. I will demonstrate some of the tools we have developed to foster this interaction.
    Catalyzing Learning Using Peer Instruction and Learning Catalytics, at BLC12 (Boston, MA), Tuesday, July 17, 2012:
    Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Peer instruction is a research-based pedagogy that actively engages students in the classroom and has been shown to dramatically improve conceptual understanding, even in large classes. While successfully implementing peer instruction doesn't require any technology, using the right technology can improve student engagement, increase learning, and make it easier to implement peer instruction in... Read more about Catalyzing Learning Using Peer Instruction and Learning Catalytics
    Catalyzing Learning Using Peer Instruction and Learning Catalytics, at Université de Lausanne (Lausanne, Switzerland), Friday, October 19, 2012:
    Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Peer instruction is a research-based pedagogy that actively engages students in the classroom and has been shown to dramatically improve conceptual understanding, even in large classes. While successfully implementing peer instruction doesn't require any technology, using the right technology can improve student engagement, increase learning, and make it easier to implement peer instruction in... Read more about Catalyzing Learning Using Peer Instruction and Learning Catalytics
    Learning Catalytics: Socrates Meets Facebook and High Academic Standards, at BLC 2013 (Boston, MA), Tuesday, July 23, 2013:
    Most -- if not all -- of the important skills in our lives are acquired outside the traditional classroom. Peer Instruction is a research-based pedagogy that introduces rigorous problem solving while providing teachers with invaluable real time data. The process has been shown to dramatically improve conceptual understanding and personalize instruction, even in large classes. While successfully implementing Peer Instruction doesn't require any technology, using the right technology can improve student engagement, and dramatically increase learning.

    In this workshop you will learn how to...

    Read more about Learning Catalytics: Socrates Meets Facebook and High Academic Standards
    Active Learning and Interactive Lectures, at Teaching and Learning Center Workshop, University of Nevada Las Vegas (Las Vegas, NV), Tuesday, December 6, 2005:
    I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly.
    Adjusting to Peer Instruction, at Hong Kong Polytechnic University (Hong Kong, Hong Kong), Thursday, August 1, 2013:
    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 Adjusting to Peer Instruction
    An introduction to femtosecond laser science, at Frontiers in Optics Conference (Tucson, AZ), Sunday, October 5, 2003:
    General Course Description: This interactively taught half-day course provides basic knowledge of measurements of and research with femtosecond laser pulses. Beginning with the basic principles of the interaction of light and matter, we?ll discuss the often non-standard aspects of 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.

    Benefits Learning outcomes:

    This course will enable you to

    • Explain the basis for the...
    Read more about An introduction to femtosecond laser science
    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.
    AP50: A team-based, project-based approach to teaching introductory physics, at Physics Department Faculty Meeting, Harvard University (Cambridge, MA), Monday, September 9, 2013:
    The teaching of physics to engineering students has remained stagnant for close to a century. In this novel team-based, project-based approach, we break the mold by giving students ownership of their learning. This new course has no standard lectures or exams, yet students’ conceptual gains are significantly greater than those obtained in traditional courses. The course blends six best practices to deliver a learning experience that helps students develop important skills, including communication, estimation, problem solving, and team skills, in addition to a solid conceptual understanding... Read more about AP50: A team-based, project-based approach to teaching introductory physics
    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
    Confessions of a converted lecturer, at Workshop and Open Forum, Jefferson Laboratory (Newport News, VA), Wednesday, December 9, 2009:
    I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly
    Confessions of a converted lecturer, at Science Division Pedagogy Workshop, Hamline University (St. Paul, MN), Friday, May 5, 2006:
    I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly.
    Confessions of a converted lecturer, at CA Education Foundation Symposium, University of British Columbia (Vancouver, BC, Canada), Thursday, June 6, 2013:
    I thought I was a good teacher until I discovered my students were just memorizing information rather than learning to understand the material. Who was to blame? The students? The material? I will explain how I came to the agonizing conclusion that the culprit was neither of these. It was my teaching that caused students to fail! I will show how I have adjusted my approach to teaching and how it has improved my students' performance significantly

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