Kromka, S. M., Goodboy, A.K., & Banks, J. (2019). Teaching with relevant (and irrelevant) storytelling in the college classroom. Communication Education,69(2); pp. 224-249.DOI: 10.1080/03634523.2019.1657156 -- LINK
Topic: A discussion on the reduction of cognitive load and what can be done to help students distinguish important things from less important things.
Mayer, R., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist,38(1); pp. 43–52. DOI: 10.1207/S15326985EP3801_6 -- LINK
Topic: Error, a lever for learning and teaching.
Chathampally, Y., Cooper, B., Wood, D. B., Tudor, G., & Gottlie, M. (2020). Evolving from Morbidity and Mortality to a Case-based Error Reduction Conference: Evidence-based Best Practices from the Council of Emergency Medicine Residency Directors. West J Emerg Med.,21(6); pp. 231–241. DOI: 10.5811/westjem.2020.7.47583 -- LINK
Topic: Simulation based learning in undergraduate level courses
Campbell, J. O., Bourne, J. R., Mosterman, P. J., & Brodersen, A. J. (2002). The Effectiveness of Learning Simulations for Electronic Laboratories. Journal of Engineering Education,91(1); pp. 81-87. DOI: 10.1002/j.2168-9830.2002.tb00675.x -- LINK
Topic: How to effectively teach when the issue is controversial and provoking.
Alexakos, K., Pride, L.D., Amat, A., Tsetsakos, P., Lee, K. J., Paylor-Smith, C., Zapata, C., Wright, S., & Smith, T. (2016). Mindfulness and discussing "thorny" issues in the classroom. Cultural Studies of Science Education,11(3); pp. 741–769. DOI:10.1007/s11422-015-9718-0 -- LINK
English, M.C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning,7(2); pp. 128-146. DOI: 10.7771/1541-5015.1339 -- LINK
Topic: Instructor Talk
Harrison, C.D., et al. (2019). Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy. CBE - Life Sciences Education,18(3); pp. 1-23. DOI: 10.1187/cbe.18-10-0215 -- LINK
Evidence-based teaching strategies that foster inclusion, promote active learning, and enable assessment are highly applicable beyond classrooms and are relevant in most professional settings, including every career type in the sciences. In this interactive workshop, participants will engage in a series of small group conversations with multiple scientific professionals pursuing a variety of science careers.
Evidence suggests that learning is enhanced when instructors accurately anticipate learners' misconceptions. In this interactive workshop, participants will examine the broad impacts of a common misconception in the sciences. Participants will then collaborate to construct a bank of misconceptions to assist them in anticipating alternative ideas about their fields that they might encounter during classes, scientific presentations, and job talks.