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2011

Turning lectures into learning, at Turning Technologies User Conference (San Diego, CA), Monday, October 10, 2011:
talk_1795.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 workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about Turning lectures into learning
Science and Technology Diplomacy and International Collaboration, at 8th Science and Technology in Society Forum (Kyoto, Japan), Monday, October 3, 2011:
talk_1794.pdf
Science has been used to defuse political tension long before the term “science diplomacy” was coined. During the cold war these was an active exchange of US and Soviet scientists. When Nixon visited China in 1972, the US and China identified science as an area of cooperation. It is important, however, that science diplomacy be more than governments involving scientists in international collaborations. Scientists themselves must take the lead in rethinking their approach to science education and help educate the future decision and policy makers about science. Only then will the world be... Read more about Science and Technology Diplomacy and International Collaboration
Confessions of a converted lecturer, at Collins Lecture, Massachusetts General Hospital (Boston, MA), Monday, September 26, 2011:
talk_1779.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
Stopping time, at Seminar Luchtvaart- en Ruimtevaarttechniek, TU Delft (Delft, Netherlands), Friday, September 23, 2011:
talk_1791.pdf
Time is of philosophical interest as well as the subject of mathematical and scientific research. Even though it is a concept familiar to most, the passage of time remains one of the greatest enigmas of the universe. The philosopher Augustine once said: "What then is time? If no one asks me, I know what it is. If I wish to explain it to him who asks me, I do not know." The concept time indeed cannot be explained in simple terms. Emotions, life, and death - all are related to our interpretation of the irreversible flow of time. After a discussion of the concept of time, we will review... Read more about Stopping time
Masterclass Interactive Teaching, at Lunch Seminar, TU Delft (Delft, Netherlands), Thursday, September 22, 2011:
talk_1792.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 workshop, participants will learn about Peer Instruction, serve as the "class" in which Peer Instruction is demonstrated,... Read more about Masterclass Interactive Teaching
Confessions of a converted teacher, at Lunch Seminar, TU Delft (Delft, Netherlands), Thursday, September 22, 2011:
talk_1790.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 teacher, at TU Delft (Delft, Netherlands), Wednesday, September 21, 2011:
talk_1788.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
Nonlinear optics at the nanoscale, at Kavli Quantum Nanoscience Seminars, TU Delft (Delft, Netherlands), Wednesday, September 21, 2011:
talk_1789.pdf
We explore nonlinear optical phenomena at the nanoscale by launching femtosecond laser pulses into long silica nanowires. Using evanescent coupling between wires we demonstrate a number of nanophotonic devices. At high intensity the nanowires produce a strong supercontinuum over short interaction lengths (less than 20 mm) and at a very low energy threshold (about 1 nJ), making them ideal sources of coherent white-light for nanophotonic applications. The spectral broadening reveals an optimal fiber diameter to enhance nonlinear effects with minimal dispersion. We also present a device that... Read more about Nonlinear optics at the nanoscale

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