Other education

An Evaluation of Effectiveness of Short Physics Workshops for In-service Teachers, at American Association of Physics Teachers Winter Meeting 2011 (Jacksonville, FL), Monday, January 10, 2011
There is compelling evidence that Peer Instruction improves students’ ability to complete both conceptual and traditional computational physics problems. We used Peer Instruction during a four-week long (120 hours) retraining course for in-service teachers of grades 7-12 in Korea. The goal of this study is to investigate if Peer Instruction can be used to improve the participating teachers’ conceptual understanding of introductory physics concepts. To this end we pre- and post-tested the teachers using the Force Concept Inventory and The Conceptual Survey of Electricity and Magnetism.... Read more about An Evaluation of Effectiveness of Short Physics Workshops for In-service Teachers
The scientific approach to teaching: Research as a basis for course design, at Universidad del Norte (Barranquilla, Colombia), Friday, June 10, 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 evaluation in higher education, at Strengthening Teaching and Learning in STEM Fields: Uruguay, LASPAU-Harvard University (Cambridge, MA, USA), Friday, June 22, 2012:
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 evaluation in higher education
The Principles and Practice of Physics, at Webinar (Cambride, MA), Wednesday, November 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.
Rethinking Student Learning Evaluation in Higher Education, at Program on Innovative Teaching: Chile, LASPAU-Harvard University (Cambridge, MA), Tuesday, October 2, 2012:
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 Evaluation in Higher Education
The Principles and Practice of Physics, at Penn State University (State College, PA), Friday, March 20, 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.
Flipped Classrooms 101, at Syracuse University (Syracuse, NY), Thursday, April 25, 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
Scientific elite or outcast?, at White House Forum "Making it happen: First in the World", Office of Science and Technology Policy, White House (Washington, DC), Wednesday, July 26, 1995
AP50: A team-based, project-based approach to teaching introductory physics, at Physics Department Faculty Meeting, Harvard University (Cambridge, MA), Monday, September 9, 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 AP50: A team-based, project-based approach to teaching introductory physics
The make-believe world of real-world physics, at Pearson Marketing Forum (New Orleans, LA), Saturday, February 22, 2014:
That physics describes the real world is a given for physicists. In spite of tireless efforts by instructors to connect physics to the real world, students walk away from physics courses believing physicists live in a world of their own. Are students clueless about the real world? Or are we perhaps deluding ourselves and misleading our students about the real world?
How the mind tricks us: visualizations and visual illlusions, at SPS/GPA Physics Banquet, University of Massachusetts Lowell (Lowell, MA), Tuesday, May 3, 2005:
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 GIREP-MPTL International Conference on Teaching/Learning Physics: Integrating Research into Practice, University of Palermo (Palermo, Italy), Tuesday, July 8, 2014:
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 the mind tricks us: visualizations and visual illusions, at Phi Beta Kappa Lecture, Pomona College (Claremont, CA), Monday, April 14, 2008:
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

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