Other education

Academic Physicists' Introductory Teaching Improvement Efforts at Major Research Universities, at American Association of Physics Teachers Summer Meeting 2010 (Portland, OR, USA), Saturday, July 17, 2010
There is no shortage of PER literature describing research-based, instructional strategies for improving teaching in introductory college physics courses. [1] It remains, however, that most physics faculty with visions of improved teaching based on such strategies must overcome significant barriers, including a reward system structured to direct faculty attention toward research and away from pedagogy. [2] Barriers to teaching improvement are compounded at major research universities (MRUs), where science faculty must balance extreme demands for research productivity with their teaching... Read more about Academic Physicists' Introductory Teaching Improvement Efforts at Major Research Universities
How assessment drives (or stifles) learning, at Teaching Retreat, ETH Zurich (Zurich, Switzerland), Monday, January 16, 2017:
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 How assessment drives (or stifles) learning
The scientific approach to teaching: Research as a basis for course design, at 3rd Annual Conference of Educational Research Center (Brummana, Lebanon), Sunday, March 27, 2011:
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.
Rethinking student learning assessment in higher education, 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), Friday, October 21, 2011:
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 assessment in higher education
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:
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
The Principles and Practice of Physics, at Webinar (Cambride, MA), Thursday, January 15, 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.
Anatomy of a College Readiness Assignment, at CRAFT Professional Development Institute, University of Texas at Austin (Austin,TX), Saturday, November 10, 2012:
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.
Flat space, deep learning, at Pearson Author Event, Ohio State University (Columbus, OH), Thursday, April 2, 2015:
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
How to help people learn, at CRAFT Professional Development Institute, University of Texas at Austin (Austin, TX), Thursday, May 23, 2013:
Advances in cognitive science have changed what we know about how people learn, but pedagogical approaches have not adapted to use this knowledge to help people learn better. In this workshop, Dr. Julie Schell will demo three simple tips educators can use to catalyze learning in any educational context.
Teaching and Research: Inseparable responsibilities of the modern physicist, at APS Centennial Meeting 1999 (Atlanta, GA), Tuesday, March 23, 1999:
Mention the word ""physics"" to the average high-school student and you are not likely to see many happy faces. Public opinion of science in general--and physics in particular--is not high. More importantly, misunderstandings about the goals and procedures of physics are rampant. In part, these problems arise because physics education has focused nearly exclusively on generating a steady supply of future physicists. The need to educate non-majors, let alone the public at large, has generally not been perceived as an important mission of physics departments. Now that the need for physics is no... Read more about Teaching and Research: Inseparable responsibilities of the modern physicist
Flipped Classrooms 101 - An Introduction to Flipped Learning, at Texas A&M University, School of Medicine (Round Rock, TX), Wednesday, October 16, 2013:
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 Flipped Classrooms 101 - An Introduction to Flipped Learning
The Principles and Practice of Physics, at Pearson Book Event, Harvard University (Cambridge, MA), Monday, April 7, 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.
How the mind tricks us: visualizations and visual illusions, at SLAC Colloquium, Stanford Linear Accelerator Center (Menlo Park, CA), Monday, October 9, 2006:
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.
Flat space, deep learning, at Brigham Young University - Idaho (Rexburg, ID), Friday, May 15, 2015:
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

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