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Confessions of a converted lecturer, at SAIT Polytechnic (Calgary, AB, Canada), Monday, May 11, 2015:
talk_2479.pdf
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
Assessment: The silent killer of learning, at SAIT Polytechnic (Calgary, AB, Canada), Monday, May 11, 2015:
talk_2481.pdf
Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Assessment: The silent killer of learning
Making light go infinitely fast, at RCC Workshop on Nanomaterials, Real Colegio Complutense at Harvard University (Cambridge, MA), Friday, May 1, 2015:
talk_2477.pdf
Impedance-matched metamaterials with zero refractive index can be achieved by exploiting a Dirac cone at the center of the Brillouin zone. We present an in-plane Dirac-cone metamaterial consisting of low-aspect-ratio silicon pillar arrays in an SU-8 matrix with top and bottom gold layers. Using an integrated nano-scale prism constructed of the proposed material, we demonstrate unambiguously a zero refractive index in the optical regime. This design serves as a novel on-chip platform in the optical regime to explore the exotic physics of Dirac-cone metamaterials and to implement applications... Read more about Making light go infinitely fast
Flat space, deep learning, at NES APS Spring Meeting, Boston Univeristy (Boston, MA), Friday, April 24, 2015:
talk_2472.pdf
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 Flat space, deep learning
Confessions of a converted lecturer, at IMPACT and Transformative Education Conference, Purdue University (West Lafayette, IN), Friday, April 10, 2015:
talk_2408.pdf
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
Flat space, deep learning, at Purdue University (West Lafayette, IN), Friday, April 10, 2015:
talk_2456.pdf
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 Flat space, deep learning
Teaching Physics, Conservation Laws First, at Purdue University (West Lafayette, IN), Friday, April 10, 2015:
talk_2457.pdf
The Principles and Practice of Physics is a groundbreaking new calculus-based introductory physics textbook that uses a unique organization and pedagogy to allow students to develop a true conceptual understanding of physics alongside the quantitative skills needed in the course. The book organizes introductory physics around the conservation principles and provides a unified contemporary view of introductory physics. In this talk we will discuss the unique architecture of the book, the conservation-laws-first approach, and results obtained with this book.
Confessions of a converted lecturer, at Pearson Author Event, Ohio State University (Columbus, OH), Thursday, April 2, 2015:
talk_2447.pdf
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 Pearson Author Event, Ohio State University (Columbus, OH), Thursday, April 2, 2015:
talk_2447.pdf
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
Assessment: The silent killer of learning, at Pearson Author Event, Ohio State University (Columbus, OH), Thursday, April 2, 2015:
talk_2448.pdf
Why is it that stellar students sometimes fail in the workplace while dropouts succeed? One reason is that most, if not all, of our current assessment practices are inauthentic. Just as the lecture focuses on the delivery of information to students, so does assessment often focus on having students regurgitate that same information back to the instructor. Consequently, assessment fails to focus on the skills that are relevant in life in the 21st century. Assessment has been called the "hidden curriculum" as it is an important driver of students' study habits. Unless we rethink our approach to... Read more about Assessment: The silent killer of learning

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