Dr. Carl Wieman
STEM Engaged Teaching Workshop
Feb 15, 2019
Dr. Carl Wieman
Taking a scientific approach to education
Students must practice good thinking skills. Expert-like thinking – Good decision making is Learned. To learn students must get Good & Timely feedback. They need to engage in Deliberate Practice (Ericsson “Peak” good summary).
Enhance good long-term retention/recall (interleaving). Throw some old stuff in with the new stuff.
Many faculty put a lot of undue emphasis on grade distribution. It does not gauge how well students learned the material.
There can be student resistance to using new strategies. Makes it harder to lurk, students may not like being active in class, at first. It’s harder for some. Little bit of data, a lot of myth that student evaluations will go down.
Large lecture above ~ 250 use of EBT become harder but can still be effective
Microphone Balls a great tool for large meetings.
Optimal size is 3, but should have no more than 4.
Short but useful to do initial work in group – sets a toneEx. What are norms for group work? What are norms for group behavior?
Give mini Carl Talk.
Show evidence that active-learning practices are better for learning.
Have list of interactive content on campus.
Teaching Practices Inventory – Wieman group
Change Magazine – A better way to evaluate UG Science teaching, by Carl Wieman
Ambrose – How learning Works
Schwartz – The ABCs of how we learn
Ericsson & Pool – Peak
Wieman – Improving How Universities Teach Science
Invitation to Workshop - Learn why improving STEM education in the classroom is needed and how best to achieve this at the STEM ENGAGED TEACHING WORKSHOP Featuring Nobel Laureate, Carl Wieman
Dr. Wieman will discuss how to dramatically improve undergraduate science education through the following four steps:
- Establish what students should learn.
- Scientifically measure what students are actually learning.
- Adapt instructional methods and curriculum.
- Incorporate effective use of technology and pedagogical research to achieve desired learning outcomes.
This workshop was supported in part by the National Science Foundation (Grant DUE #1525574), the Coalition for Science Literacy, the College of Arts and Sciences, the Academy for Teaching and Learning Excellence (ATLE), the Office of Student Affairs and Student Success, the Office of the Provost.