Other education

Getting every student ready for every class, at Webinar, Mercy College (Cambridge, MA), Thursday, November 2, 2017
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
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:
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
Unlocking the secrets to student success: Real strategies for your classroom, at Second Program on Innovative Teaching and Learning: Chile, LASPAU-Affiliated with Harvard University (Cambridge, MA), Friday, May 4, 2012:
Improving student success is one of the most pressing issues in higher education across the world. Too often, despite succeeding in secondary classrooms, students are entering college underprepared to engage in the rigors of undergraduate study, which results in a number of consequences for institutions. High drop out, failure, and withdrawal rates limit students’ abilities to take full advantage of their college experience and reach their highest potential. Failing to intervene in the success problem has substantial cost implications for institutions, instructors, and societies within... Read more about Unlocking the secrets to student success: Real strategies for your classroom
Flipped Classrooms: Web-based Tools for Facilitating In and Out-of-Class Engagement, at Academic Transformation Speaker's Series, University of Texas at Austin (Austin, TX), Friday, August 24, 2012:
In a flipped classroom, instructors typically move information coverage out of the class so that that they can better leverage in-class time to address student misunderstandings and misconceptions about subject matter. The most basic iteration of a flipped class is pre-recording lectures on key concepts for students and putting them online for viewing and engagement (e.g., annotation) before class. In this workshop, Dr. Julie Schell will introduce a set of more advanced web-based instructional tools faculty can use to design learning environments that facilitate student engagement with... Read more about Flipped Classrooms: Web-based Tools for Facilitating In and Out-of-Class Engagement
The Principles and Practice of Physics, at University of Utah (Salt Lake City, UT), Monday, March 2, 2015:
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.
The scientific approach teaching - Using classroom data to improve learning and teaching, at University of Texas at Austin, Student Activity Center (SAC) Ballroom South (Austin, TX), Thursday, February 28, 2013:
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, Dr. Mazur will discuss how he uses classroom data to make decisions about how he teaches and to change how his students learn.
The Principles and Practice of Physics, at Webinar, University of British Columbia (Vancouver, BC, Canada), Wednesday, April 29, 2015:
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.
El enfoque científico para la enseñanza: la investigación como base para el diseño del curso , at XI Conferencia Interamericana sobrea Enseñanza de la Física, ESPOL (Guayaquil, Ecuador), Tuesday, July 2, 2013:
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.
Flipping the Classroom 101 - An Introduction to Flipped Learning, at Southwest College of Naturopathic Medicine (Phoenix, AZ), Saturday, January 25, 2014:
Instructors all over the globe are turning their students' worlds around by flipping their classrooms. In a flipped class, teachers move information coverage out of the lecture hall so that they can better leverage in-class time to address student difficulties and misconceptions. In this interactive session, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. She will use responses from these activities in the workshop and discuss the why, what, and how of flipped classrooms by confronting and resolving a series common myths about... Read more about Flipping the Classroom 101 - An Introduction to Flipped Learning
Visualizations and visual illusions: how the mind tricks us, at 2004 National Assembly of PKAL's Faculty for the 21st Century (Dallas, TX), Friday, October 15, 2004:
Neurobiology and cognitive psychology have made great progress in understanding how the mind processes information – in particular visual information. The knowledge we can gain from these fields has important implications for the presentation of visual information and student learning.
The Principles and Practice of Physics, at Marquette University (Milwaukee, WI), Monday, May 5, 2014:
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.
Assessing science teaching: are we teaching the right thing?, at Teaching & Learning Lunch, Amherst College (Amherst, MA), Friday, October 5, 2007:
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.
Teaching Physics, Conservation Laws First, at Swinburne University of Technology (Melbourne, Australia), Friday, June 5, 2015:
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.
The scientific approach to teaching: Research as a basis for course design, at 1st Joint Nordic Physical Society Meeting: Education Societies Premeeting, Technical University of Denmark (Copenhagen, Denmark), Tuesday, June 16, 2009:
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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