Teaching

Title: The "What" and the "How" of Antiracist Teaching: Decolonizing the Curriculum and Creating an Inclusive Environment

Required Readings:

Arday, J., Belluigi, D. Z., & Thomas, D. (2020). Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy. Educational Philosophy and Theory,53(3); pp. 298–313. DOI:10.1080/00131857.2020.1773257 -- LINK

Required Readings:

Cooper, K. M., & Brownell, S., E. (2016). Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students. CBE—Life Sciences Education,15(3). DOI:10.1187/cbe.16-01-0074 -- LINK

Tuesday, May 23 - Thursday, May 25, 9:00am – 11:30am

Presenters: Kelley M. Skeff, MD, PhD and Georgette A. Stratos, PhD, Center Co-Directors, Stanford Faculty Development Center for Medical Teachers Stanford University School of Medicine

Tuesday, February 28 - Thursday, March 2, 9:00am – 11:30am

Presenters: Kelley M. Skeff, MD, PhD and Georgette A. Stratos, PhD, Center Co-Directors, Stanford Faculty Development Center for Medical Teachers Stanford University School of Medicine

Required Readings:

Greenall, R. F., & Bailey, E. G. (2022). An Instructor’s Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom. CBE—Life Sciences Education,21(4). DOI: 10.1187/cbe.21-12-0340 -- LINK

Recommended Readings:

Journal Club Topic:

This pedagogy journal club will focus on how career choices are conditioned by gendered perceptions in youngsters. We will further explore the ways to tackle this stereotyping early in life.

Required Readings:

Journal Club Topic:

This pedagogy journal club will cover different strategies for grading assessments, including a discussion on the advantages and disadvantages of grading on a curve.

Required Readings:

Schinske, J., & Tanner, K. (2014). Teaching More by Grading Less (or Differently). CBE—Life Sciences Education,13(2); pp. 159-166. DOI: 10.1187/cbe.cbe-14-03-0054 -- LINK

Journal Club Topic:

Training students to become experts is a central goal of higher education -- but what does expertise entail, how do we recognize it in our respective fields, and how do we perform it? Is it possible to teach and convey expertise without radiating authority, and what choices do we make every day to come across as competent in academia?

Journal Club Topic:

Required Readings:

Hubbard, J. K., Potts, M. A., & Couch, B. A. (2017). How Question Types Reveal Student Thinking: An Experimental Comparison of Multiple-True-False and Free-Response Formats. CBE—Life Sciences Education,16(2); pp. 1–13. DOI:10.1187/cbe.16-12-0339 -- LINK

Recommended Readings: