8:00 a.m.

Introductions

8:30 a.m.

Framing the workshop

Susan Singer, Carleton College

9:00-10:15 a.m.

Session 1: Scenario-, Problem-, and Case-Based Teaching and Learning

Moderator: Kenneth Heller, University of Minnesota

9:00 a.m.

Effectiveness of Problem-Based Learning

David Gijbels, University of Antwerp

9:15 a.m.

Evaluating Case-Based Teaching

Mary Lundeberg, Michigan State University

9:30 a.m.

Use of Complex Problems in Teaching Physics

Tom Foster, Southern Illinois University

10:15-10:30 a.m.

Break

10:30 a.m.-12:15 p.m.

Session 2: Assessment to Guide Teaching and Learning

Moderator: Susan Singer, Carleton College

10:30 a.m.

Concept Inventories in the Sciences

Julie Libarkin, Michigan State University

10:45 a.m.

Concept Inventories in Engineering

Teri Reed-Rhoads, Purdue University

11:00 a.m.

Identifying and Addressing Student Difficulties in Physics

Paula Heron, University of Washington

11:15 a.m.-12:00 p.m.

Discussion of presentations

12:00-12:45 p.m.

Working lunch: Discuss morning presentations

12:45-2:30 p.m.

Session 3: Structuring the Learning Environment

Moderator: William B. Wood, University of Colorado, Boulder

12:45 p.m.

The Effectiveness of Studio Courses at RPI

Karen Cummings, Southern Connecticut State University

1:00 p.m.

Redesigning Large Classes for Learning (1):

Project SCALE-UP

Robert Beichner, North Carolina State University

1:15 p.m.

Redesigning Large Classes for Learning (2):

Developing and Assessing Problem-Solving Skills in Online Student Groups

Marcy Osgood, University of New Mexico

1:30 p.m.

Redesigning Large Classes for Learning (3):

Active Learning Strategies for Introductory Geology Courses

David McConnell, North Carolina State University

1:45-2:30 p.m.

Discussion of presentations

2:45-3:30 p.m.

Small-group discussion of Sessions 1-3

Discussion questions:

• Which practices have the strongest evidence?

• • Where are the gaps in the evidence?

• What kinds of outcomes are commonly assessed?

• • Are these sufficient for establishing effectiveness?

• What kinds of assessments were used to measure these outcomes?

• • How adequate are these assessments, and are new assessments needed to accurately measure all possible outcomes?

• Do you see ways that the evidence across the different practices converges?

• What are the implications for broad dissemination of the practices?

• What are the implications for future research on these practices?

3:30-4:00 p.m.

Report out by small groups

4:00-5:15 p.m.

Session 4: Doing Science—Providing Research Experiences

Moderator: David Mogk, Montana State University

4:00 p.m.

Evaluation of the University of Michigan UROP Program

Sandy Gregerman, University of Michigan

4:15 p.m.

Center for Authentic Science Practice in Education

Donald Wink, University of Illinois, Chicago

Gabriela Weaver, Purdue University

4:30-5:15 p.m.

Discussion of presentations

8:00-8:30 a.m.

Introductions

8:30-10:15 a.m.

Session 5: Faculty Professional Development

8:30-8:45 a.m.

Professional Development of Graduate Students/Teaching Assistants

Donald Gillian-Daniel, University of Wisconsin, Madison

8:45-9:00 a.m.

Workshops by a Professional Society for New Physics Faculty

Ken Krane, Oregon State University

9:00-9:15 a.m.

Changing Undergraduate STEM Instruction

Cathy Manduca, Carleton College

9:15-9:30 a.m.

Effectiveness of Faculty Professional Development

Diane Ebert-May, Michigan State University

9:30-10:15 a.m.

Discussion of presentations

10:15-10:30 a.m.

Break

10:30-11:15 a.m.

Session 6: Systemic Change in Undergraduate STEM

Moderator: Melvin George, University of Missouri

10:30-11:00 a.m.

Diffusion of Promising Practices

Melissa Dancy, Johnson C. Smith University

Charles Henderson, Western Michigan University

11:00-11:30 a.m.

Discussion of presentations

11:30 a.m.-12:00 p.m.

Small-group discussions

12:00-12:45 p.m.

Lunch and continue small-group discussions

12:45-1:15 p.m.

Report out by small groups

1:15-2:30 p.m.

Session 7: Future Directions

Moderator: Susan Singer, Carleton College

Reflections on Linking Evidence and Promising Practices in STEM

James Fairweather, Michigan State University

Responses and Next Steps

Workshop Steering Committee

Final questions and answers