Previous Speaker Series
Fall 2021
Title: Where do they go from here? Preparing STEM Students for the Multitude of Opportunities Post-Graduation
Date: November 3, 2021
Time: 2:30 pm
Location: Eberhardt 112
Presenter: Aileen Huang-Saad, PhD, MBA
Director of Life Sciences and Engineering Programs, Department of Bioengineering, The Roux Institute, Northeastern University
Abstract: Today, higher education is facing significant challenges as it tries to prepare its STEM graduates for post graduate opportunities. Technology development is evolving at a record pace; STEM students are faced with an overwhelming number of opportunities and career paths; and, rightly so, there is a growing demand to integrate evidence-based practices for learning and organizational change. These pressures have stimulated higher education to identify new ways to integrate post graduate opportunities into curriculum and the classroom, changing the culture of higher education.
In this talk, Aileen will address how the University of Michigan Biomedical Engineering Department sought to disrupt biomedical engineering education and create a mechanism for iterating curricula in real time, ensuring students get access to the most current tools and problems being addressed by professionals today. She will also discuss how this work led her to her new position at Northeastern’s Roux Institute and how these concepts are informing her work as she seeks to support Northeastern’s efforts to establish a global experiential university.
Bio: In February 2021, Dr. Huang-Saad joined the Bioengineering faculty at Northeastern University and became the Director of Life Sciences and Engineering Programs at The Roux Institute (Portland, Maine). Dr. Huang-Saad has a history of bringing about organizational change in higher education, leveraging evidence-based practices at University of Michigan. She created the U-M BME graduate design program, co-founded the U-M College of Engineering Center for Entrepreneurship, launched the U-M National Science Foundation (NSF) I-Corps Node, and developed the U-M BME Instructional Incubator. She is a canonical instructor for both the NSF and National Institute of Health (NIH) I-Corps Programs. Dr. Huang-Saad has received numerous awards for her teaching and student advising, including the 1938E College of Engineering Award, the Thomas M. Sawyer, Jr. Teaching Award, the U-M ASEE Outstanding Professor Award, the International Teaching with Sakai Innovation Award, and the College of Engineering Outstanding Student Advisor Award.
Dr. Huang-Saad's current research areas are entrepreneurship, innovation, and transforming higher education. She is funded by the NSF to explore the influence of the microenvironment of entrepreneurship education on minoritized populations, entrepreneurial ecosystems, and fostering graduate student professional development.
Prior to entering higher education, Dr. Huang-Saad worked in industry gaining experience in new venture biotech, the defense industry, and medical device testing. She has a Bachelor of
Science in Engineering from the University of Pennsylvania, a Doctor of Philosophy from The Johns Hopkins University School of Medicine, and a Master of Business Administration from
University of Michigan Ross School of Business.
Spring 2021
Title: Finding Funding for Undergraduate STEM Education Research and Development
Presenter: Dr. Robin Wright, Division Director for Undergraduate Education, National Science Foundation
Abstract: Each year, NSF invests about a quarter of a billion dollars in undergraduate STEM education research and development. In this interactive discussion, we’ll explore general features of NSF funding, as well as specific funding pathways for undergraduate STEM education research and development. Please bring your ideas about possible projects and Dr. Wright will try to match them with potential funding programs.
Bio: Robin Wright currently serves as the Division Director for Undergraduate Education at the National Science Foundation. She is serving as a rotator from the University of Minnesota, where she is a professor in the Department of Biology Teaching and Learning at the University of Minnesota. She has led improvements in the biology curriculum at the University of Minnesota, including implementation of active learning and classroom-based research experiences. She has also been a leader in developing effective pedagogies for active learning classrooms.
Prof. Wright has served on the education committees of the American Society for Cell Biology and the Genetics Society of America. In addition, she has served as: an editor and senior editor of the Journal: Life Science Education; a member of the Advisory Committee for the HHMI/National Academies of Science-sponsored Summer Institute on Biology Education; and as the founding editor-in-chief of a new biology education journal, CourseSource, which publishes biology curriculum resources that are linked to learning outcomes established by biological sciences professional societies. In 2012, she was named as a Fellow of the American Association for the Advancement of Science. In 2014, she was awarded the Elizabeth W. Jones Award for Excellence in Education from the Genetics Society of America. She has been serving as division director for NSF's Division Undergraduate Education since 2017.
Spring 2021
Title: Active Learning for Busy Skeptics
Video Recording: A recording of this event is available (you will be required to login with your UCID to watch this recording)
Presenter: Michael Prince, Professor of Chemical Engineering at Bucknell University
Abstract: Active learning has consistently been shown to be more effective than traditional instruction for promoting learning, motivation and student retention. Despite this overwhelming research support, instructors have a number of significant concerns about adopting active learning techniques in their own classes. Common concerns include worries about preparation time, content coverage and student resistance to new teaching methods. This hands-on session is designed to introduce quick and simple active learning techniques that are effective, require little preparation or class time, and which generate little or no student resistance.
Spring 2019
Title: Active Learning in the Classroom: Overcoming barriers and planning for action
Presenter: Dr. Cynthia Finelli, Associate Professor of Electrical Engineering and Computer Science, Associate Professor of Education, and Director of Engineering Education Research at University of Michigan.
Abstract: There is ample evidence about the positive benefits of active learning and other student-centered teaching, yet lecture continues to be the prevailing pedagogy in most undergraduate engineering classrooms. Dr. Finelli is engaged in research to answer questions such as: What barriers inhibit instructor adoption of student-centered teaching in undergraduate engineering classes? What are actionable ways to overcome those barriers? Is student resistance to active learning a legitimate concern, and, if so, what strategies might instructors use to address it? Dr. Finelli will present research findings to answer some of these questions and participants will develop a plan of action to apply the research findings to their own teaching.
About the Speaker: Dr. Cynthia Finelli is Associate Professor of Electrical Engineering and Computer Science, Associate Professor of Education, and Director of Engineering Education Research at University of Michigan. Her research areas include increasing faculty adoption of evidence-based instruction, studying the impact of the classroom space on teaching and learning, and using instructional technology to improve student learning and engagement. She recently led an international initiative to develop a taxonomy for the field of engineering education research. Dr. Finelli is a Fellow of the American Society of Engineering Education, Deputy Editor for the Journal of Engineering Education, Associate Editor for the IEEE Transactions on Education, and past chair of the Educational Research and Methods Division of ASEE. She founded the Center for Research on Learning and Teaching in Engineering at University of Michigan in 2003 and served as its Director for 12 years. Dr. Finelli earned the B.S.E., M.S.E., and Ph.D. degrees in Electrical Engineering from University of Michigan.
Fall 2018
Title: The Evolution of Effective Teaching and Learning: We Ain’t Where We Used to Be.
Presenter: Dr. Kevin Barnes, Assistant Professor of Education at Caldwell University & Dr. John Hannum, Assistant Professor of Education at Caldwell University.
Abstract: The composition of the current generation of college and university students continues to evolve, as technology becomes more and more pervasive in the classroom environment. It is, therefore, reasonable to conclude that the process of teaching must evolve to meet the dynamic needs of current learners. Is it further reasonable to conclude that, “We teach what we learned,” and “We teach how we learned?” How does one reconcile the latter with our developing understanding of millennial learning? Some teaching strategies continue to be universal. Others- not so much! This interactive conversation will attempt to put dinosaur strategies to rest, while reestablishing the tried and true dynamics of pedagogy. Their presentation will allow both professors to share their experiences as observers and researchers of both effective and ineffective teaching strategies!
Fall 2018
Title: Street-fighting Mathematics for Better Teaching and Thinking
Presenter: Dr. Sanjoy Mahajan, Associate Professor of Applied Science and Engineering at Olin College of Engineering.
Description: With traditional science and mathematics teaching, students struggle with fundamental concepts. For example, they cannot reason with graphs and have no feel for physical magnitudes. Their instincts remain Aristotelian: In their gut, they believe that force is proportional to velocity. With such handicaps in intuition and reasoning, students can
learn only by rote. I'll describe these difficulties using mathematical and physical examples, and illustrate how street-fighting mathematics and science---the art of insight and approximation---can improve our thinking and teaching, the better to handle the complexity of the world.
Spring 2018
Title: Open Textbook Network Presentation on Approaches to Reducing Textbook Costs and Contributing to Student Success, Retention, and Graduation
Presenters: David Ernst, Ph.D., Executive Director of the Open Textbook Network, Director of the Center for Open Education, Chief Information Officer, College of Education and Human Development, University of Minnesota
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian at the University of Massachusetts Amherst
Description: Are you concerned about the impact of high textbook costs for your students? Open textbooks can help alleviate the burden of textbook costs for students and provide faculty with content that can be customized for their course. The College Board estimated that the average undergraduate can budget $1,230 - $1,390 for textbooks and supplies in 2016-17. Open textbooks are high-quality and scholarly materials, used by many faculty globally, and are licensed to be freely used, edited, and distributed. Tanya Grosz and Marilyn Billings will explore the benefits of open textbooks and help faculty to discover discipline-specific resources. Twenty faculty who attend this presentation and complete a short textbook review by no later than March 16, 2018, will qualify to receive a $200 award.
Spring 2017
Title: Princeton Science Teaching
Speaker: Dr. Carolyn Sealfon- former Associate Director of Science Education at Princeton University
Description: Dr. Sealfon will lead a discussion (not a lecture) with NJIT faculty and instructional staff about methods that she taught to Princeton University science faculty over a number of years. She will emphasize how to increase student success while maintaining high standards of rigorous learning, and making more efficient use of instructional resources such as faculty time and teaching assistants.
Title: Learning by Doing Rather than Teaching by Telling - Teaching Your Students the Way You Actually Learned
Presentation Slides From Presentation
Speaker: Distinguished Professor Laurie McNeil - University of North Carolina at Chapel Hill
Abstract: Many of us were once science and engineering students before becoming professors. We know that the core of our learning took place not when our instructors lectured but rather when we figured out how to apply technical concepts as we wrestled with solving problems. The SCALE-UP mode of instruction, and other studio-based models, reflects this reality.
In a traditional lecture-based classroom, the instructor presents information in the classroom and the students then struggle to apply that information to specific situations (frequently in homework when they are on their own). Studio-based instruction in a SCALE-UP mode reverses this model. The information transfer takes place outside of class, and class time is used for the students to work collaboratively as they engage in hands-on, minds-on application of that information while the instructor provides support.
Research has shown that this mode of teaching results in better conceptual understanding and problem-solving skills than does traditional instruction, as well as a reduction in failure rates (especially for women and minorities).
Fall 2017
Title: Dr. Ron Rockland’s Last Lecture - An Event to Honor our Retiring Colleague
Speaker: Dr. Ron Rockland
Description of Event: Dr. Ron Rockland, who will be retiring at the end of the Fall 2017 semester, has played a pivotal role on various aspects of teaching at NJIT. He was among the first to adopt, and share with his colleagues, innovative approaches to teaching both face-to-face and online as well as among the proponents and facilitators of assessment of student outcomes. Recognized as a Master Teacher for many years, he tirelessly and enthusiastically offered his services to the Institute for Teaching Excellence (ITE) since its inception in 2015. ITE owes a lot to Ron, and before he leaves the ranks of colleagues, wants to honor him and thank him for all his contributions. Please join us on December 5th, 2017 to hear Ron deliver his Last Lecture (on Teaching).
Recording of Dr. Rockland's last lecture:
Spring 2016
Title: A Practical Approach to Implementing Constructivist Teaching Approaches in the Classroom
Speaker: Dr. Stephanie Farrell Professor of Chemical Engineering at Rowan University and a Fellow of ASSE (American Society for Engineering Education)
Abstract: Constructivist approaches to teaching motivate students to learn skills through authentic problem solving, link new knowledge to prior knowledge, and refine knowledge so that it can be applied in other contexts. Evidence from years of educational research overwhelmingly recommends a paradigm shift from traditional, teacher-centric methods to learner-centered practices. Knowledge construction and cognitive development are consistently increased when pedagogy and delivery are designed to promote learners’ active participation in the learning process. In a constructivist learning environment, the instructor moves away from the role of teacher and becomes a facilitator of the learning process. This talk features several educational innovations that are based on constructivist approaches to teaching and highlights their benefits in terms of better learning for students with diverse backgrounds. Participants will step through a working example of retrofitting existing course material into a constructivist framework using a structure called Learning for Use.
Fall 2015
Title: Creating Careers of Powerful Teaching and Learning - Core Premises and Practices
Speaker: Dr. Anna Neumann - Professor of Higher Education, Director of the Metropolitan Colleges Institute for Teaching Improvement, and Chair of the Department of Organization and Leadership Teachers College, Columbia University
Abstract: Because everyone goes to school, and increasingly to college too, most Americans hold strong views about good teaching and learning that are rooted in their personal experience. But the personal views of individuals are less complex and nuanced than what we've learned from large-scale and long-term research on teaching and learning. This is because teaching and learning depend on who the learner is and what she or he brings to a classroom; who the teacher is and what she or he brings; where and when the learning and teaching happen; and perhaps most importantly, what’s being taught and learned. In this talk, Professor Neumann argues that learning and teaching, done well, unfold in dramatically different ways in different institutions of higher education, for different areas of study, at different levels of our system, at different historical times, for different student populations, and for different teachers. Efforts to strengthen teaching and learning require definitions that are, at once, encompassing and specific, powerful and flexible, general and concrete. Drawing on research on how college students learn and how teachers can help them do so, Professor Neumann will discuss concepts that illuminate how students develop in-depth substantive knowledge, what instructors can do to support this, and how those instructors may work together to build workplaces and careers committed to advancing their students’ and their own learning.