Justin’s book on high structure course design coming in late 2024 or early 2025 in the Macmillan Scientific Teaching series! Stay tuned!

Justin gives engaging and interactive workshops, plenary talks, seminars, and panel discussions to faculty, staff, administrators, and students on the broad topics of course and curriculum designevidence-based teaching practicesSoTL and DBER, and evaluation of teaching practices.

Below are some the most popular topics within these spaces but please contact Justin for workshops or talks on other topics related to higher education teaching and learning.


Specific to your situation

All workshops and talks include pre-workshop Zoom meetings and surveys with relevant stakeholders in order to make the workshops or talks as specific as possible to your university and situation. 


Customizable to your needs

  • Length (60 minutes to several hours)
  • Audience (all faculty, early career faculty, future faculty (graduate students and postdocs), staff, or administrators)
  • Frequency (one-time or multi-session)
  • Format (in-person, Zoom, or hybrid)

High structure course design

Introduces how scaffolding students through the pre-class, in-class, and after-class learning experience of high structure course design improves student learning, engagement, and course outcomes. Includes hands-on guided development of high structure course materials (including learning objectives, class materials, and assessment ideas) so that participants leave with tangible additions to their courses and teaching.

Given at University of Texas Rio Grande Valley, University of Business and Technology (Jeddah, Saudi Arabia), University of California, Irvine, Purdue University, University of Wyoming, Colorado School of Mines, CINVESTAV (Mexico City), and the Society for Portuguese Physiology



Best practices with classroom response systems

Walks participants how to best make use of all of the “bells and whistles” with modern classroom response system including making good use of different question types (multiple choice, multiple select, numerical, text entry, target) and peer instruction methods to enhance student engagement and learning.

Given at University of Colorado, Colorado State University, College of the Mainland, Colorado School of Mines, and to the Human Anatomy and Physiology Society


Evaluation of effective teaching

Highlights the various ways of evaluating teaching and course design and provides suggestions for a more holistic evaluation experience so as to provide data to formatively improve teaching, course design, and student outcomes.

Given at University of California, Irvine




Getting started with SoTL and DBER

Provides an overview of the Scholarship of Teaching and Learning (SoTL) and Discipline-Based Education Research (DBER) to help faculty, staff, and students learn the basics of how to scholarly and scientifically assess courses, curriculum, teaching, and student learning and affect.

Given at Colorado School of Mines, CINVESTAV (Mexico City), the American Association of Engineering Education, and to the Human Anatomy and Physiology Society