Past Events - 2012
For earlier events (1998 - 2011), please click here to download Discovery Learning's Past Seminars .pdf
The presenter for this seminar was Dr. Chris F. Bauer, from University of New Hampshire
Title: Creating and Sustaining Inquiry in Science and Mathematics Instruction
Abstract: If inquiry instruction is such a good thing, why isn't everyone doing it? We've been talking about inquiry for a long time. Yet, our talking about it has not resulted in a wholesale integration into practice. I would like to explore this issue with you using several lines of argument. First, if you want to get ahead, get a theory. If we want to drive change, what reasons make us believe that we might be successful? Secondly, it takes a village to raise a practice. I will share my experiences with the Process-Oriented Guided-Inquiry Learning (POGIL) project, which started as an innovation in college chemistry and is now a non-profit organization supporting a network of practitioners in secondary and tertiary chemistry and biology. Thirdly, teach young dogs the new tricks. I just completed an NSF project that introduced inquiry-based instruction to chemistry graduate students and postdocs at several research-intensive institutions. How well positioned are they to become the next generation of inquiry-informed science instructors? Lastly, let's not kid ourselves - we don't engage in inquiry simply because it may benefit students. Our choice says something about the type of social and intellectual relationship we as instructors want to have with our students.
The presenters for this seminar were Dr. K. Sathasivan's Group, from The University of Texas at Austin
Title: Course Transformations Program
Abstract: Approximately 4500 students register for introductory biology courses at UT, the majority during their first year in college. The Biology Course Transformation Project (CTP) sponsored by the Provost's Office aims to change the traditional lecture-style format of the introductory biology courses with a more student-centered pedagogy and active learning focus. Carefully designed learning outcomes provide the framework for each lesson. Online learning modules with mini-lectures and practice assignments help students learn the content outside class, and the students work on problem solving and group learning activities in class, with less lecture. Student engagement and overall performance in class have improved, and students feel more responsible for their own learning. Participants will have an opportunity to work through one of our student activities as we address questions related to the transformed course design, process, and implementation.
The presenter for this seminar was Dr. Michael Marder, from The University of Texas at Austin
Title: Hey CNS Faculty! Do you want your salary set by Course Instructor Survey scores: alternatives from the MET?
Abstract: Prof. Marder recently gave a talk on the subject of the changing views and expectations regarding the teaching role of faculty for a small group of Natural Sciences faculty. Michael's talk sparked much conversation and many emails to me to try to make this presentation available to a larger audience. Michael Marder has graciously agreed to give his presentation, once again, for the entire Discovery Lunch group.