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2017

Getting every student ready for every class, at Kent State University (Kent, OH), Friday, February 24, 2017:
talk_2654.pdf
Over the past decades there has been a concerted push away from passive lecturing to active engagement in the classroom. A successful implementation of the so-called flipped classroom requires students to come to class prepared, either by reading the textbook or watching a pre-recorded video. A variety approaches have been devised to get students to take responsibility for this information transfer, but none manage to get all students to participate, compromising the in-class activities. I will present a new approach to get every student to prepare for every class using a new social learning... Read more about Getting every student ready for every class
Confessions of a converted lecturer, at Kent State University (Kent, OH), Thursday, February 23, 2017:
talk_2653.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
Innovating Education to Educate Innovators, at University of Akron (Akron, OH), Thursday, February 23, 2017:
talk_2680.pdf
Can we teach innovation? Innovation requires whole-brain thinking — right-brain thinking for creativity and imagination, and left-brain thinking for planning and execution. Our current approach to education in science and technology, focuses on the transfer of information, developing mostly right-brain thinking by stressing copying and reproducing existing ideas rather than generating new ones. I will show how shifting the focus in lectures from delivering information to team work and creative thinking greatly improves the learning that takes place in the classroom and promotes independent... Read more about Innovating Education to Educate Innovators
Teaching Physics, Conservation Laws First, at University of Akron (Akron, OH), Thursday, February 23, 2017:
talk_2681.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.
Innovating Education to Educate Innovators: Lessons from Physics Education Research, at 2017 AAAS Annual Meeting (Boston, MA), Friday, February 17, 2017:
talk_2636.pdf
Education research in the sciences began with physicists who sought to improve undergraduate education in that discipline. Physics education research (PER) established standards for evidence that increasingly have been adopted by researchers across the sciences. This presentation will provide an overview of PER, the pedagogical changes that PER has inspired in undergraduate physics courses and programs, and the implications of this work for improving undergraduate education in other disciplines.
Teaching Physics, Conservation Laws First, at Mastering Leadership Community Summit (Tucson, AZ), Thursday, February 16, 2017:
talk_2684.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.
Getting every student ready for every class, at Webinar (Cambridge, MA), Wednesday, February 15, 2017:
talk_2665.pdf
Over the past decades there has been a concerted push away from passive lecturing to active engagement in the classroom. A successful implementation of the so-called flipped classroom requires students to come to class prepared, either by reading the textbook or watching a pre-recorded video. A variety approaches have been devised to get students to take responsibility for this information transfer, but none manage to get all students to participate, compromising the in-class activities. I will present a new approach to get every student to prepare for every class using a new social learning... Read more about Getting every student ready for every class

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