Calendar of Events
Colloquium - Ways to Be More Active: The what, why, and how of implementing a few active learning strategies? in physics courses
Alexis Knaub, Michigan State University
Alexis Knaub, co-PI, works as a consultant on STEM education projects and is based in Ann Arbor, MI. She earned her EdD in Science Education from Boston University. She was a postdoctoral researcher at Western Michigan University, supervised by Charles Henderson, from 2014-2017. She was a guest editor for Quantitative Methods in PER: A Critical Examination, a Focused Collection in Physical Review-Physics Education Research and is the vice-chair of the AAPT Committee on Diversity. Her research and evaluation work span multiple genres within DBER and STEM education but currently focuses on sustained change, faculty development, and equity across multiple dimensions.
Ways to Be More Active: The what, why, and how of implementing a few active learning strategies
Research indicates that lectures are not the optimal way for many students to learn. Rather, having students interactively engage with the material is often promoted. In this talk, several research-based instructional strategies (RBIS) are discussed including a classroom redesign called the Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP). Important considerations for implementation and sustained change, as well as for various populations, of active learning strategies are highlighted.
It's a Choice: Fundamental Research and Analysis decisions in Quantitative Physics Education Research
Quantitative work in Physics Education Research (PER) is an important part of the field that influences many decisions, from individual teaching choices to national policies. This interactive workshop delves into general quantitative research matters, focusing on choices made for data collection, analysis, and reporting. While much of the examples and focus are from PER, other researchers in education may find the material applicable. The intended audience includes both researchers who use or might use quantitative methods and those who read and review quantitative work.