Friday, April 29, 2011
Irving K. Barber Learning Centre (IKBLC), 1961 East Mall
Talks
9am—11am (room 182)Overview of CWSEI Progress - Sarah Gilbert
Workshops and Activities in Large First-Year Physics Lectures - Georg Rieger
What I Learned from CWSEI-EOS - Susan Allen
Biology 306 Advanced Ecology- Gary Bradfield
Transformations: Math 104 and 184 - Mark Mac Lean
Poster Session
11am—1:30pm (room 261)Faculty and Science Teaching & Learning Fellows presented posters on what’s happening in the Earth & Ocean Sciences, Physics & Astronomy, Computer Science, Mathematics, Life Sciences, and Chemistry CWSEI programs, as well as posters addressing cross-cutting issues.
Chemistry
Computer Science
Title |
Author (s) |
|---|---|
| Measuring Student Confidence and Lab Material Balance in a Computer Science Course | Ryan Golbeck |
| Improving Student Engagement and Self-Assessment Through Gamification | Kim Voll and Andre Malan |
| Revitalizing Labs: Lessons from 2.5 Years of Iterative Development and Assessment of Digital Logic Labs | Elizabeth Patitsas and Steve Wolfman |
Earth & Ocean Sciences
Title |
Author(s) |
|---|---|
| Promoting and Measuring General Scientific Reasoning Expertise of 2nd Year Students | Francis M. Jones, Mark Jellinek and Michael G. Bostock |
| Measuring Novices' Field Mapping Abilities Using an In-Class Exercise Based on Expert Task Analysis | Josh Caulkins |
| Geologic Expertise and Field Mapping: Lessons from a 3rd Year Undergraduate Field School | Josh Caulkins |
| The Observation Feedback Loop: Using Classroom Observation Data to Improve Student Engagement | Erin Lane |
| Tracking Student Progress with a Mineralogy/Petrology Concept Inventory | Alison Jolley, Sara Harris and Mary Lou Bevier |
| Student Evaluations of Teaching: How have EOS-SEI Courses Fared? | Sara Harris |
Life Sciences
Title |
Author(s) |
|---|---|
| The Operon Concept Inventory: Measuring Targeted Learning Gains in Microbiology | Jared Taylor, Elizabeth Imrie and George Spiegelman |
| Measuring Learning Gain in a Transformed Introductory Ecology Course | Malin Hansen |
Mathematics
Title |
Author(s) |
|---|---|
| Basic Skills in Mathematics | Joseph Lo and Costanza Piccolo |
| Assessing Basic Skills for Mathematical Proof | Sandi Merchant and Andrew Rechnitzer |
| MAPS - Mathematics Attitudes Perceptions Survey | Warren Code, Joseph Lo and Sandi Merchant |
| How do Novices Spend Time Programming with MATLAB? | Warren Code |
| Redesign of Computer Labs for Engineering Students in a Linear Algebra Course | Warren Code, Costanza Piccolo and Brian Wetton |
| Problem-solving Workshops in First-year Calculus | Warren Code and Costanza Piccolo |
Physics and Astronomy
Title |
Author(s) |
|---|---|
| Epistemological Framing and External Knowledge in Physics Problem Solving | Sandy Martinuk |
| Shifting to a Copernican Model of the Solar System by Shifting Away from a Copernican Model of Teaching | Peter Newbury and Harvey Richer |
| Physics and Astronomy Teaching Assistant Professional Development Program | Jonathan Massey-Allard, Sandra Meyers and Natasha Holmes |
| Tracking Students' Knowledge of Electricity and Magnetism from 1st to 3rd Year | Jim Carolan |
| On Guided Invention Activities that Support Scientific Reasoning and Domain Learning | Natasha Holmes, Ido Roll, James Day and Doug Bonn |
| Learning Science by Doing Science - Designing, Executing and Analyzing Experiments in Physics 100 Labs | Ido Roll, Jim Carolan and Georg Rieger |
Afternoon Example Class & Workshops
Example Class – lead by Harvey Richer (Department of Physics and Astronomy)
1:30 – 2:50pm, room 182
In this demonstration class, you'll experience elements of interactive engagement incorporated into a classroom setting, including Peer Instruction with clickers, group activities with worksheets, and demonstrations.
Part 1: Example class (first 40 minutes)
Part 2: Discussion about the instructional techniques and implementation
3:00– 4:30pm – 2 simultaneous workshops
Designing in-class activities – room 185
Convert your lecture notes into activities
Workshop on designing small-group activities that give students practice in expert reasoning and develop expert problem solving skills in your discipline.
Workshop on designing questions, and effective implementation strategies to facilitate productive student discussion during peer instruction.
