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Flip the classroom and catalyze the learning, at EDUCAUSE webcast (Cambridge, MA), Thursday, September 27, 2012:
talk_1997.pdf
Thanks to the availability of web based lectures and information sources, the "flipped classroom" model is becoming increasingly popular. Students watch lectures at home at their own pace, leaving classroom time for learning activities. A lot of effort has gone into the out-of-class component, leaving the harder part -- the in-class component -- to the instructor. Over the past 20 years, instructors world-wide have begun to adopt Peer Instruction to get students to think in class. With the advent of new technology the process can be significantly improved. A new data-analytics driven audience... Read more about Flip the classroom and catalyze the learning
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:
talk_1991.pdf
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
What it means to be a creator: Reimagining the learning experience in the 21st century, at Imagination, Inspiration, Committee on University Resources Panel, Harvard Business School (Boston, MA), Saturday, April 28, 2012
How does Harvard create learning environments (both inside and outside the classroom) that foster imagination, creativity, and invention, and why is that important? The panel will discuss this question in the context of the panelists areas of expertise: cognition, economics, active learning, student experience.
Catalyzing learning, at Newton North High School (Newton, MA), Wednesday, February 1, 2012:
talk_1877.pdf
Most -- if not all -- of the important skills in our life are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Instead, we should really focus on the assimilation of that information and shift the focus from teaching to helping students learn. Over the past 20 years, instructors world-wide have begun to adopt Peer Instruction to get students to think in class. With the advent of new technology the process can be significantly improved. A new data-analytics driven audience response system does away with... Read more about Catalyzing learning
Panel on innovative syllabi, at The University in the 21st Century: From Teaching to Learning in Costa Rica, Initiative for the Development of Academic Innovation, LASPAU, Harvard University (Cambridge, MA), Tuesday, October 18, 2011:
talk_1798.pdf
Syllabi are the maps for learning in higher education; they flag major learning destinations and landmarks for students as they navigate the terrains of a course. The syllabus also represents the "logic" or "theory" of a course: If instructors and students use it as a map, engaging seriously in the content and activities laid out, then both should arrive safely at their learning destinations. Innovative syllabi signal instructors' expectations for student learning (learning goals) and link those expectations directly to authentic evaluation tasks and... Read more about Panel on innovative syllabi
Subcellular surgery and nanosurgery using femtosecond laser pulses, at NATO Advanced Study Institute on Biophotonics: Spectroscopy, imaging, sensing, and manipulation, Centro Ettore Majorana (Erice, Sicily), Tuesday, July 7, 2009:
talk_1463.pdf
We use femtosecond laser pulses to manipulate sub-cellular structures inside live and fixed cells. Using only a few nanojoules of laser pulse energy, we are able to selectively disrupt individual mitochondria in live bovine capillary epithelial cells, and cleave single actin fibers in the cell cytoskeleton network of fixed human fibro-blast cells. We have also used the technique to micromanipulate the neural network of C. Elegans, a small nematode. Our laser scalpel can snip individual axons without causing any damage to surrounding tissue, allowing us to study the function of individual... Read more about Subcellular surgery and nanosurgery using femtosecond laser pulses
Meeting the information age challenge, at AKU-FAS Core Curriculum Workshoip, Babson College (Wellesley, MA), Saturday, February 28, 2009:
talk_1446.pdf
The traditional approach to teaching -- lecturing -- predates medieval times and focuses solely on the transfer of information. Before the printing press, lecturing was the only way to educate the next generation. Even though information is now readily in many forms, we still largely rely on this antiquated method of teaching. Instead of lecturing, we should devote our attention to helping students assimilate information. In this talk I will discuss how the information age is reshaping the education landscape.
Assessing science teaching: are we teaching the right thing?, at Teaching & Learning Lunch, Amherst College (Amherst, MA), Friday, October 5, 2007:
talk_1349.pdf
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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