DEC 2017 | Using Research to Improve University Science Teaching
December 7, 2017
Featuring: Carl Wieman, Ph.D., Professor of Physics and of the Graduate School of Education, Nobel Laureate
In the past few decades there has been great progress in research on teaching and learning. When the findings from this research have been applied in university classrooms, dramatic improvements in learning have been seen compared to traditional lecture instruction, particularly on tests that capture how well the student is able to make decisions like an expert in the subject. In this seminar, the Science Education Initiative was highlighted to show how to achieve widespread adoption of these improved teaching methods in science departments at major research universities.
MAY 2017 | Get Students to Focus On Learning Instead of Grades: Metacognition is Key!
May 4, 2017
Featuring: Shaundra McGuire, PhD, Professor Emerita of Chemical Engineering, LSU
Over 200 UArizona faculty and staff attended to discuss 21st century students widely varying academic skills, approaches to learning and motivation levels. Faculty often lament that students are focused on achieving high grades, but are not willing to invest much time or effort in learning. This session shifted the focus on helping students acquire simple, but effective learning strategies based on cognitive science principles. Participants engaged in interactive reflection activities to experience strategies that significantly improve learning while transforming student attitudes about the meaning of learning.
FEB 2017 | Learning Better
February 17, 2017
Featuring: Mark McDaniel, Professor of Psychology and Director of the Center for Integrative Research on Cognition, Learning and Education (CIRCLE) at Washington University
The keynote speaker discussed evidence based techniques to improve instruction and student learning from his recently published, co-authored book, Make it Stick: The Science of Successful Learning. McDaniel's book outlines principles that help faculty and students understand what is known about how people learn.