Academic Transformation Speaker Series

In 2011, Stanford University offered three online courses, which anyone in the world could enroll in and take for free. Together, these three courses had enrollments of around 350,000 students, making this one of the largest experiments in online education ever performed. Since the beginning of 2012, the effort has transitioned into Coursera, a social entrepreneurship company whose mission is to make high-quality education accessible to everyone for free. Coursera classes provide a real course experience to students, including video content, interactive exercises with meaningful feedback, using both auto-grading and peer-grading, and a rich peer-to-peer interaction around the course materials. Currently, Coursera has 62 university partners, and over 2.8 million students enrolled in its over 300 courses. These courses span a range of topics including computer science, business, medicine, science, humanities, social sciences, and more. In this talk, Ng will report on this far-reaching experiment in education, and why he believes this model can provide both an improved classroom experience for on-campus students, via a flipped classroom model, as well as a meaningful learning experience for the millions of students around the world who would otherwise never have access to education of this quality. Andrew Ng is a Co-founder of Coursera, and a Computer Science faculty member at Stanford. In 2011, he led the development of Stanford University's main MOOC (Massive Open Online Courses) platform, and also taught an online Machine Learning class that was offered to over 100,000 students, leading to the founding of Coursera. Ng's goal is to give everyone in the world access to a high quality education, for free. Outside online education, Ng's research work is in machine learning; he is also the Director of the Stanford Artificial Intelligence Lab.

Discussions of teaching -- even some publications -- abound with anecdotal evidence. Our intuition often supplants a systematic, scientific approach to finding out what works and what doesn't work. Yet, research is increasingly demonstrating that our gut feelings about teaching are often wrong. In this talk, Dr. Mazur will discuss how he uses classroom data to make decisions about how he teaches and to change how his students learn. About Dr. Mazur Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and supervises one of the largest research groups in the Physics Department at Harvard University. In addition to his work in optical physics, Dr. Mazur is interested in education, science policy, outreach, and the public perception of science. He believes that better science education for all -- not just science majors -- is vital for continued scientific progress. To this end, Dr. Mazur devotes part of his research group's effort to education research and finding verifiable ways to improve science education. In 1990 he began developing Peer Instruction, a method for teaching large lecture classes interactively. Dr. Mazur's teaching method has developed a large following, both nationally and internationally, and has been adopted across many disciplines, all over the world. Professor Mazur is also a founder of Learning Catalytics, a cloud-based technology that enables instructors to engage students with authentic formative assessments in real time, and rich data analytics to drive student interactions. About Making Decisions with Data The Making Decisions with Data website is a collaboration of the Texas Higher Education Coordinating Board (THECB) and The University of Texas at Austin designed to help educators use data to make decisions that improve teaching and learning. The website is designed for a range of educators, including teachers and administrators at the K-12 and post-secondary levels.

Innovation can be learned. Critical to improving creativity is appreciating how to overcome habitual ways of thinking. Because this is not easy, Dr. Ness will provide a toolbox of techniques described in her book, Innovation Generation. Roberta B. Ness, MD, MPH, a recognized expert in women’s health research, became dean of The University of Texas School of Public Health in November 2008. Dr. Ness holds the M. David Low Chair in Public Health and is a professor in the Division of Epidemiology and Disease Control. Dr. Ness is also vice president of innovation for The University of Texas Health Science Center at Houston (UTHealth).

Over the course of a five-year applied research project with more than 1,400 middle school students, evidence from a number of studies demonstrates that retrieval practice in authentic classroom settings improves long-term learning. Retrieval practice, or the use of quizzes to engage and enhance retrieval processes, has been widely established as an effective strategy for facilitating learning in laboratory settings. In this presentation, Dr. Pooja Agarwal will review recent findings from applied research that demonstrate that retrieval practice enhances long-term classroom learning, delayed quizzes are particularly potent for retention, quizzes benefit students’ transfer to novel quiz items, quizzes with feedback improve students’ learning, and quizzes enhance students’ higher order thinking skills. Because retrieval practice is a powerful strategy for improving long-term learning, teachers and professors are encouraged to implement retrieval practice in their classrooms.

In a flipped classroom, instructors typically move information coverage out of the class so that they can better leverage in-class time to address student misunderstandings and misconceptions about subject matter. The most basic iteration of a flipped class is pre-recording lectures on key concepts for students and putting them online for viewing and engagement (e.g., annotation) before class. In this workshop, Dr. Julie Schell will introduce a set of more advanced web-based instructional tools faculty can use to design learning environments that facilitate student engagement with subject matter both in and outside of class. The workshop will feature a live demo of a new web-based classroom response system available to OnRamps faculty. Presented by Dr. Julie Schell, Senior educational Postdoctoral Fellow within the Mazur Group of the School of Engineering and Applied Sciences at Harvard University, Instructional Designer at the Center for Teaching and Learning, University of Texas at Austin.

This talk will provide an overview of contemporary thinking about, and practices of, classroom assessment. In particular, the topics we will cover include: current approaches to educational measurement—linking curriculum, instruction and assessment by design; the roles and purposes of formative, interim and benchmark assessments; and provide a review, and examples of, various forms and formats useful for classroom assessments (including, multiple-choice or short-answer item-types, use of extended constructed response formats, performance assessments, and the role of instructional objectives and scoring rubrics in the development of valid and reliable classroom assessments. Dr. Howard Everson, Professor of Educational Psychology, Director of the Center for Advanced Study in Education Graduate School, City University of New York

Physics has its laws -- Newton's, Hooke's, Ideal Gas -- to describe and explain physical phenomena. In this seminar, I will present the Power Law of Practice from psychology, which captures how people's performance improves as a function of practice. Educational researchers have used power-law learning to identify the distinct skills that students must learn in a given domain and to explain how different practice activities support skill learning. I will describe examples of power-law learning applied to educational practice and discuss how faculty can leverage practice and feedback to promote students' learning.

Increasing attention is being paid to specific things we can do to help our students learn to think critically at the college level. In collaboration with colleagues, Dr. Hirsh-Pasek has developed a system for both instructional design and assessment backed up by her own research in learning development. Dr. Hirsh-Pasek believes that “Memorizing content and regurgitating it will never help students become scientists themselves” and uses her system in her own teaching. The system represents a new way of thinking about learning that is based in science, and asks us to reexamine ourselves, our classes, and student learning across a number of dimensions. These dimensions are “the 6 C’s” of powerful learning: Collaboration, Communication, Content, Critical Thinking, Creative Innovation, and Confidence. In her presentation, Dr. Hirsh-Pasek will explore how she designs her own instruction around the 6 C’s and measures students’ progress across them. Presented on April 20th, 2012. Bio: Kathryn Hirsh-Pasek is the Stanley and Debra Lefkowitz Professor in the Department of Psychology at Temple University where she serves as Director of the Infant Language Laboratory. She is a Fellow of the American Psychological Association and the American Psychological Society. Her book, Einstein Never used Flashcards: How children really learn and why they need to play more and memorize less, (Rodale Books) won the prestigious Books for Better Life Award as the best psychology book in 2003. Kathy has a strong interest in bridging the gap between research and application. Recorded April 20th, 2012.

In their own 500 student classes, Professors Pennebaker and Gosling are able to: · personalize material in lectures to the students in the class at the time · give daily quizzes that are individualized to each student by intelligently embedding in each quiz items from previous quizzes that a student had missed · assign students into virtual groups for online collaboration using a system that gives students intelligent, social feedback and coaching on their interactions The system they have developed to accomplish all this is called the Texas Online World of Educational Research (TOWER) and is far more than just a clever piece of technology. In a preliminary evaluation, student performance and evaluations for the 2011 TOWER-based class were compared with the same data for traditional classes of 2008 and 2010 taught by the same instructors. Primary findings include: 1) Student performance on the exams was approximately half a letter grade above previous semesters, based on straight comparisons of identical questions asked from earlier years to the current year. 2) Attendance was far higher in the TOWER year compared to earlier years. 3) The TOWER system resulted in significantly fewer disparities in grades and performance among students of different ethnicities and social classes. See how the TOWER system works and experience for yourself how using it can transform even a very large classroom.

Research Experiences for Undergraduates (REU) are increasingly valued by organizations like the National Science Foundation for motivating students to pursue research careers and give them greater confidence in their fields. Successful REUs not only provide students with powerful mentoring, they can also provide faculty with valued assistance in their research. However, a successful REU is not automatic—structuring and management are crucial elements for producing positive outcomes for both students and faculty. Dr. Barker has conducted research on REUs and developed materials to support faculty in working with undergraduates, which she will share with us in this presentation. Discussion will focus on (1) Research on outcomes of REUs for students; (2) What makes a good and a bad experience; and (3) Guidelines for structuring the experience with students. While the majority of research on REUs has taken place in STEM disciplines, there are lessons to be learned for working with all undergraduate students in their research efforts. Bio: Lecia Barker is a Research Associate Professor in the School of Information at the University of Texas at Austin. Barker conducts research and evaluation studies in two areas: 1) information technologies in educational settings, and 2) attracting, retaining, and advancing groups underrepresented in professional computing and science careers. Recorded March 8th, 2012.

Some innovative teachers are turning the traditional teaching model on its head in an effort to make faculty contact time more valuable. The “flipped” or “inverted” classroom has students watching a recorded lecture out of class then uses class time for activities that are best done with teacher guidance, increasing student engagement and achievement. Deborah Keyek-Franssen the Director of Academic Technology at the University of Colorado, Boulder, will give an Academic Transformation Speaker Series presentation on how this is achieved in higher education. Participants will use the colloquium time to explore the feasibility of "flipped classrooms" across varying disciplines in postsecondary settings, and the implications the practice has for technology infrastructures, including teaching and learning spaces, and in-class pedagogies. Recorded February 13th, 2012.

America's economic stature in the global marketplace depends on our creativity and innovation. Educating the next generation to maximize creative thinking requires stimulating the whole brain-encouraging both right brain and left brain thinking. It demands the opposite of "teach to the test" education and acknowledges the importance of hybridization in breeding new ideas. Especially at our top universities, we must go beyond focused training for specific jobs and help create graduates who can think broadly and solve problems creatively. Larry Speck has been a faculty member at UT Austin since 1975, and served as Dean of the School of Architecture 1992-2001. His professional work includes such Texas landmarks as Austin Bergstrom International Airport, Austin Convention Center (both phases) and the architecture for Discovery Green, a twelve-acre park in downtown Houston. Over the last 25 years his design work has won 40 national design awards, 23 state or regional design awards and 51 local design awards. As well as being a prolific designer and builder, Larry has also contributed significantly to the development of ideas and direction in his field. He is the 2011 recipient of the ACSA/AIA Topaz Medallion given to one individual in North America each year in recognition of their contribution to excellence in architectural education. Presented on Nov. 7, 2011.

Faculty are often at a loss about how to motivate their students to study and participate more fully in class. Dr. Svinicki will synthesize learner motivation theories and how they translate into practical strategies for instructors' use.Dr. Svinicki's research concentrates on student and instructor variables that influence the effectiveness of teaching and learning in multiple educational settings, including applying the principles of learning and motivation to instructional design and practice. She has expertise primarily in working with teachers to improve the learning in their classrooms and with students to help improve their strategies for learning. Presented on Sep. 20, 2011 at the University of Texas at Austin

Dr. Lovett is the Senior Associate Director at the Eberly Center for Teaching Excellence, Associate Research Professor in the Department of Psychology at Carnegie Mellon, and the co-author of "How Learning Works." This talk represents a bridge between research on learning and the practice of teaching. It introduces seven principles for "How Learning Works", distilled from research in cognitive, developmental, and social psychology, education, and diversity studies. Faculty in many different contexts have found that these principles apply to their teaching across disciplines, across student levels, and across cultures. Presented Sep. 8, 2011 at the University of Texas at Austin.

Ramona Pierson, chief science officer of Promethean, an interactive learning technologies company, discusses the Learning Ecosystem, a project of the University of Denver and the Gates Foundation. Pierson addresses the analysis of information from student learning interactions to better predict what behaviors and characteristics are associated with academic success. Presented on May 26, 2011 at the University of Texas at Austin.

Dr. Julie Schell (Researcher with the Mazur Group at Harvard University) and Dr. Michael Sweet presented Backward Design in an interactive workshop. Recorded May 13, 2011

Designing a course for a large class requires a number of logistic and format adjustments. Many lessons learned about teaching in a large class format that are transferrable to many other disciplines, will be presented. Presented by Dr. Brent Iverson Mar. 04, 2011

Often faculty members and students have radically different perspectives on the whole experience of learning in college; effective teaching requires understanding those gaps and trying to bridge them. In this session we?ll try to isolate some of those gaps and strategize about ways to close them. Presented by John Immerwahr, Professor of Philosophy at Villanova University on Feb. 28, 2011 at the University of Texas at Austin.

The use of student groups can sometimes feel overwhelming to faculty who are trying to engage students in learning. Team Based Learning (TBL) helps transform traditional content, with the use of application and problem solving skills, helping students have greater long-term knowledge retention. Successful examples of the use of Team Based Learning (TBL) in the large classroom will be shared and discussed. Presented by Penne Restad, Sr. Lecturer, Dept. of History, and Diane Ginsburg, Assistant Dean, College of Pharmacy, University of Texas at Austin. Recorded on Feb. 18, 2011

Transforming courses: The importance of triangulating teaching assessment by Dr. Pat Davis University of Texas at Austin, College of Pharmacy. Presented on Dec. 02, 2010

Lessons learned from Carnegie Mellon's Open Learning Initiative (OLI), presented by Candice Thille, Director of Carnegie Mellon University's Open Learning Initiative. Presented on Nov. 16, 2010 at the University of Texas at Austin.

Dr. Eric Mazur from Harvard University presents a brains-on workshop with clickers. Presented at the University of Texas at Austin on Nov. 12, 2010.

Build it and they will come: Strategies for engaging colleagues in department-wide curriculum initiatives. Phil Barrish and Brian Bremen, Associate Professors at the University of Texas at Austin, Department of English. Presented on Oct. 27, 2010.