2012 - 2013 Dates
Fall 2012 Dates
September 27, 2012, 12pm - 1:30pm, Texas Union Santa Rita Room - Alison Cook-Sather, Bryn Mawr College
Title: Students Partnering with Faculty in Explorations of Teaching and Learning
Abstract: In this presentation on Students as Learners and Teachers (SaLT), the signature program of The Andrew W. Mellon Teaching and Learning Institute at Bryn Mawr College, I will describe how SaLT supports pairs of undergraduate students and faculty members in partnerships through which they explore teaching and learning. I will discuss: the genesis of the SaLT program; the scholarship upon which it is premised; the opportunities within it; participants to date; premises and challenges of the program; faculty outcomes, and student outcomes. There will be ample time for questions and discussion.
October 10th, 2012, 12pm - 1:30pm, Texas Union Santa Rita Room - Eugenia Etkina, Rutgers University
Title: Helping our students learn physics and think like scientists
Abstract: Most of our students will not become professional physicists. What and how should they learn in their physics courses so that they can not only explain some physical phenomena and solve simple problems but also develop processes and habits of mind (we call them scientific abilities) that help them learn to analyze real world problems using strategies of the scientific community. One of the possible solutions is to engage students in experimental design. In this talk I will describe how we can bring design into an introductory physics lab, what scientific abilities students can develop, how long it takes, and whether the students transfer those abilities to content areas outside of physics. I will also describe some unexpected results that we found when we were studying the effects of engaging students in experimental design.
November, 2012, 12pm - 1:30pm, Texas Union Santa Rita Room - Gay Stewart, University of Arkansas at Fayetteville
Title: If physics can do it, anyone can: Increasing student success
Abstract: A more scientifically literate society benefits all STEM disciplines, as well as society as a whole. It is best realized by better serving all undergraduate STEM students. In better-serving all students, a STEM department also benefits. The University of Arkansas, Fayetteville physics department has seen a drastic change in number of majors, the number of students active in research and the number of graduates pursuing graduate work, while also increasing the number of majors who decide to teach. Prior to our involvement with the Physics Teacher Education Coalition, graduation rates had increased by more than a factor of 4 in 4 years. After the increased efforts when we became a part of PhysTEC (www.PTEC.org) our graduation numbers doubled again. Specific attention to class policy to impact student learning in our introductory courses and strong preparation of the graduate teaching assistants, and quality advising were our primary areas of emphasis. What worked to build these numbers and strengthen these resources at Arkansas will be discussed.