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Workshop

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:
talk_1985.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.
Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, Hidalgo Independent School District (Hidalgo, TX), Tuesday, August 21, 2012:
talk_1971.pdf
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:
talk_1970.pdf
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 using college readiness assignments: Research-Based Strategies for your Classroom, at CRAFT Professional Development Institute, KIPP Austin (Austin, TX, USA), Wednesday, July 25, 2012:
talk_1964.pdf
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, University of Texas at Austin (Austin, TX), Tuesday, July 24, 2012:
talk_1965.pdf
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.
Catalyzing Learning Using Peer Instruction and Learning Catalytics, at BLC12 (Boston, MA), Tuesday, July 17, 2012:
talk_1817.pdf
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
Small decisions, big consequences, at REU Responsible Conduct in Research Workshop, Harvard University (Cambridge, MA), Tuesday, July 3, 2012:
talk_1960.pdf
An interactively, case-based workshop to explore the principles of responsible conduct and ethics in research.
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:
talk_1959.pdf
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:
talk_1959.pdf
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
Peer Instruction, at Carleton University (Ottawa, ON, Canada), Wednesday, June 13, 2012:
talk_1819.pdf
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

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