Professor Vicente A. Talanquer, University Distinguished Professor University of Arizona
When
Where
Abstract: Current educational reform efforts at the college level tend to focus on switching instructional practices from didactic lecturing to active learning in the classroom. However, the construct "active learning" is not well defined. In this presentation, I will summarize and discuss major findings from discipline-based educational research (DBER) in STEM disciplines that point to specific teaching practices that foster meaningful learning when working with diverse populations of students. Some of these practices have been implemented by instructors teaching introductory general chemistry at the University of Arizona with success in some areas, but major issues still remain. I will describe the successes and challenges we still face when working with large numbers of students and many instructors, graduate teaching assistants, and preceptors with different conceptualizations about good teaching and effective learning.
*Refreshments served at 2:45PM in PAS 218
Note: Fall 2022 Colloquium in-person only