Other education

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.
Flat space, deep learning, at Master Class, Rijksuniversiteit Groningen (Groningen, Netherlands), Thursday, November 26, 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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