Invited Guest Speakers
Sponsored by the CVM Teaching Academy and the Department of Veterinary Microbiology and Pathology (with collaboration from WSU Academic Outreach & Innovation).
April 28, 2016
Dr Cohen is Professor in the Department of Immunology and Microbiology at the University of Colorado School of Medicine. He received an MDCM and PhD from McGill University and joined the faculty at UC as an Assistant Professor. He has a long and distinguished career both in research and teaching. His research group is recognized as the first to show that cells have a genetic "suicide program" known as apoptosis, or programmed cell death.
Dr Cohen’s interest in development and dissemination of quality education to medical students and through community outreach earned him the Dean's, Chancellor's, and President's Teaching Awards. In 1992 he was named President's Teaching Scholar, the University's highest teaching recognition. He is a Fellow of the American Association for the Advancement of Science, and a recipient of the national Alpha Omega Alpha's Glaser Award as outstanding teacher of medicine.
In 1989 Dr. Cohen founded the "Mini-Medical School" for the general public, a concept now being developed in over 100 schools in America, Canada, and Europe. In 2003 Dr. Cohen started the Colorado Café Scientifique, where ordinary people meet in a pub to talk science in a format of interactive engagement that has been a model for similar efforts around the country. Dr Cohen’s dedication to both university and public education in science and medicine earned him the AAAS Award for Public Engagement with Science in 2010. He continues to be actively engaged in modern pedagogy, and lectures around the world on his current efforts, experiences and philosophies.Seminar Flier pdf
2006 Cohen Profile in Nature Medicine
|Schedule of Events:|
8 - 12 pm - Individual Meetings
12:10 pm - Seminar: "Can Students Actually Learn in a Lecture?"
Location: ADBF 1002
Description: Yes they can, though the odds are against them. There is too much to do during a lecture: listen to the speaker, read the PowerPoint, think about what was just heard (which makes them miss the next thing) and so on. It’s designed for multitasking, which the human mind is nearly incapable of. Much learning is best done on one’s own: typically, acquisition of facts. Other processes, including synthesis and problem solving, are best learned and practiced in an active setting. This dichotomy led to the development of flipped classrooms. But the real power of the flip (and why it doesn’t have to look the way the experts say it does) comes, strangely enough, from the neuroscience principle of memory consolidation during sleep. Exploiting that is simple enough if learners and teachers cooperate to make it happen.
Live feed of the presentation: (Link)
1:30-3:30 pm - Individual Meetings
3:30 pm- - Break
4:10 pm - Seminar “The 7 Essential Things You Need to Do to Give a Dynamite Talk .”
Location: ADBF 1002
Description: Have you climbed Freytag’s Pyramid? Do you know the difference between head tones and chest tones? How to avoid toxic PowerPoints? Why you need a placket? What the 4 words you must say are? What you should learn from Avril Lavigne? What to do about the deuteranopes in the audience? Oh wait—that’s more than 7 things.
Live Feed of the presentation: (Link)