On January 11th and 12th Johns Hopkins University held its fourth Symposium on Excellence in Teaching and Learning in the Sciences. The event was part of a two-day symposium co-sponsored by the Science of Learning Institute and the Gateway Sciences Initiative (GSI). The first day highlighted cognitive learning research; the
second day examined the practical application of techniques, programs, tools, and strategies that promote gateway science learning. The objective was to explore recent findings about how humans learn and pair those findings with the latest thinking on teaching strategies that work. Four hundred people attended over the course of the two days; approximately 80% from Johns Hopkins University, with representation from all divisions and 20% from other universities, K-12 school systems, organizations, and companies. Videos of the presentations from the January 12th presentations are now available.
The GSI program included four guest speakers and three Johns Hopkins speakers. David Asai, Senior Director of Science Education at Howard Hughes Medical Institute, argued persuasively for the impact of diversity and inclusion as essential to scientific excellence. He said that while linear interventions (i.e., summer bridge activities, research experiences, remedial courses, and mentoring/advising programs) can be effective at times, they are not capable of scaling to support the exponential change needed to mobilize a diverse group of problem solvers prepared to address the difficult and complex problems of the 21st Century. He asked audience participants to consider this: “Rather than developing programs to ‘fix the student’ and measuring success by counting participants, how can we change the capacity of the institution to create an inclusive campus climate and leverage the strengths of diversity?” [video]
Sheri Sheppard, professor of mechanical engineering at Stanford University, discussed learning objectives and course design in her presentation: Cooking up the modern undergraduate engineering education—learning objectives are a key ingredient [video].
Eileen Haase, senior lecturer in biomedical engineering at Johns Hopkins, discussed the development of the biomedical engineering design studio from the perspective of both active learning classroom space and curriculum [video]. Evidenced-based approaches to curriculum reform and assessment was the topic addressed by Melanie Cooper, the Lappan-Phillips Chair of Science Education at Michigan State University [video]. Tyrel McQueen, associate professor of chemistry at Johns Hopkins talked about his experience with discovery-driven experiential learning in a report on the chemical structure and bonding laboratory, a new course developed for advanced freshman [video]. Also from Hopkins, Robert Leheny, professor of physics, spoke on his work in the development of an active-learning- based course in introductory physics [video].
Steven Luck, professor of psychology at the University of California at Davis, provided an informative and inspiring conclusion to the day with his presentation of the methods, benefits, challenges, and assessment recommendations for how to transform a traditional large lecture course into a hybrid format [video].
Also of interest may be the videos of the presentations from the Science of Learning Symposium on January 11, 2016. Speakers included: Ed Connor, Johns Hopkins University; Jason Eisner, Johns Hopkins University; Richard Huganir, Johns Hopkins University; Katherine Kinzler, University of Chicago; Bruce McCandliss, Stanford University; Elissa Newport, Georgetown University; Jonathan Plucker, University of Connecticut; Brenda Rapp, Johns Hopkins University; and Alan Yuille, Johns Hopkins University.
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Kelly Clark, Program Manager
Center for Educational Resources
Image Source: JHU Gateway Sciences Initiative logo
