Conveners
W2-2 Curriculum Development and Revitalization (DPE) / Développement et revitalisation des programmes (DEP)
- Patricia Mitchler (Balmoral Hall School)
Joanne O'Meara
(University of Guelph)
15/06/2016, 13:15
Physics Education / Enseignement de la physique (DPE-DEP)
Invited Speaker / Conférencier invité
Over the past decade we have made many changes to our undergraduate physics offerings, both for majors and non-majors alike. Throughout this process our goal has been to implement best practices from the Physics Education Research community, in such a way that we are mindful of resource implications. I will highlight some of the more significant changes we have made, such as designing and...
Chitra Rangan
(University of Windsor)
15/06/2016, 13:45
Physics Education / Enseignement de la physique (DPE-DEP)
Oral (Non-Student) / orale (non-étudiant)
Authentic assessment [1,2], or assessment of real-world tasks that demonstrate the student's acquisition of skills and knowledge, is a paradigm that is growing in importance in higher education. In Ontario, this form of assessment is taking on greater relevance as the Province aims to connect the funding of higher education programs to the graduates' demonstrated achievement of gaining job...
Nathaniel Lasry
(John Abbott College)
15/06/2016, 14:00
Physics Education / Enseignement de la physique (DPE-DEP)
Oral (Non-Student) / orale (non-étudiant)
In teacher-centered classrooms, instructors know in advance what will happen in 5, 10 or 20 minutes time. In an active learning classroom, students control the learning sequence. Hence, many instructors have trouble managing many groups working simultaneously. This is known as the "Orchestration load” problem in learning sciences. A simple case is that of a problem session with N groups...
Dr
Katarin MacLeod
(St. Francis Xavier University)
15/06/2016, 14:15
Physics Education / Enseignement de la physique (DPE-DEP)
Oral (Non-Student) / orale (non-étudiant)
The focus of this talk will be on the findings and insights of mentoring and editing a text which focused on the essence of ‘story’, as it relates to the experiences of physicists and physics educators at the tertiary level. The original call for chapters indicated, that each author who is either a physicist and/or a physics educator address their career path to their current role as a...
