Fall 2013 Physics Colloquium

September 6; PAS 224, 3pm

Ed Prather
University of Arizona

Are you really teaching if no one is really learning?
Designing evidence-based instruction in extreme classes

Whether it is instruction on topics from biology, political science, engineering, economics, mathematics, business or physics, students often struggle to develop a deep understanding of the discipline knowledge and skills we hope they will master in our courses. There is a rich body of research from which to make informed decisions when creating instructional environments designed to elevate student achievement beyond what is typically achieved in the lecture-centered classroom. In addition to, getting a handle on the conceptual and reasoning difficulties held by your students, knowing which instructional materials you wish to employ, and thinking about the assessments you will use to guide your instruction or measure achievement, faculty need to think carefully about their complex classroom environment (and student population) which presents its own unique issues.

For over 15 years members of the Center for Astronomy Education (CAE) at the University of Arizona have led nationwide research programs to investigate issues of teaching and learning over a wide range of STEM disciplines. The results from this research have been used to inform the development of innovative instructional strategies proven to intellectually engage learners and significantly improve their conceptual understanding, reasoning abilities, discipline skills, and attitudes regarding the role of STEM in society.

In this talk I will share some of these research results, model several instructional strategies, discuss ways this work is forging a new instructional-model for surviving in extreme learning environments (such as teaching the universe in one semester to 1000 students at a time), and frame how this work provides a vehicle for changing scientific, economic and mathematical literacy across the nation.