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2:00 | Welcome
2:05 | Chronicle Presentation
Evidence – and Misperceptions – About Active Learning
A recent Harvard University study found that when students are taught in an active format they perform better on tests, yet they feel like they learn more when they sit through a lecture. The study's authors will discuss how to counter this misperception and what the findings mean for colleges.
- Louis Deslauriers, Director of Science Teaching and Learning in the Faculty of Arts and Sciences; Senior Preceptor in Physics, Harvard University
- Logan S. McCarty, Director of Science Education, Harvard University
- Kelly Miller, Associate Senior Lecturer of Applied Physics, Harvard University
2:30 | Sponsor Segment
Professor Todd Taylor will share and discuss new perspectives on student engagement, experiential learning, digital teaching, and community-based projects as we emerge from the pandemic and look forward to the future.
- Todd Taylor, Adobe Pedagogical Evangelist, English Professor, University of North Carolina at Chapel Hill
2:45 | Chronicle Presentation
Sustaining a New Teaching Models
Many professors are intrigued by active learning. But it can be difficult to start using in the classroom — and even harder to sustain. How can college leaders best support active learning on their campuses?
- Andrea Aebersold, Director, Faculty Instructional Development, University of California at Irvine
- Brandon Golob, Assistant Professor of Teaching in Criminology, Law and Society, University of California at Irvine
- Jennifer L. Wong-Ma, Associate Professor of Teaching, University of California at Irvine