2013

Confessions of a converted lecturer, at Interactive Teaching and Learning, Taibah University (Medinah, Saudi Arabia), Sunday, December 8, 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
Confessions of a converted lecturer, at eLearning Strategies Symposium (Costa Mesa, CA), Friday, December 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
Assessment: The Silent Killer of Educational Innovation, at 1ère journée de l’innovation pédagogique, Université de Lausanne (Lausanne, Switzerland), Thursday, November 28, 2013:
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 Educational Innovation
Flat space, deep learning, at 1ère journée de l’innovation pédagogique, Université de Lausanne (Lausanne, Switzerland), Thursday, November 28, 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 Flat space, deep learning
Turning lectures into learning, at University of Massachusetts Lowell (Lowerll, MA), Wednesday, November 20, 2013:
The world is abuzz with talk about "clickers" or classroom response systems. Clicker are not just simple polling tools, but can be used to achieve significant learning gains. In this presentation we explore using clickers with Peer Instruction, a pedagogy that encourages students to interact and solve problems during class.
Peer Instruction and the Flipped Classroom, at Talking about Teaching at Leeds University Webinar, University of Leeds (Cambridge, MA), Monday, November 18, 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 webinar participants will learn about Peer Instruction, discuss several models for implementing the technique into the... Read more about Peer Instruction and the Flipped Classroom
Confessions of a converted lecturer, at New England Faculty Development Consortium Conference, College of the Holy Cross (Worcester, MA), Friday, November 15, 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
Laser-processing of semiconductors for solar energy harvesting applications, at Laser World of Photonics conference (Mumbai, India), Tuesday, November 12, 2013:
Shining intense, ultrashort laser pulses on the surface of a crystalline silicon wafer drastically changes the optical, material and electronic properties of the wafer. The process has two effects: it structures the surface and incorporate dopants into the sample to a concentration highly exceeding the equilibrium solubility limit. This femtosecond laser "hyperdoping technique" enables the fabrication of defect- and bandgap engineered semiconductors, and laser texturing further enhances the optical density through excellent light trapping. Hyperdoped silicon opens the door for novel... Read more about Laser-processing of semiconductors for solar energy harvesting applications

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