Required Readings:
Archila, P. A., Ortiz, B. T., & Truscott de Mejía, A. M. (2025). Beyond the Passive Absorption of Information: Engaging Students in the Critical Reading of Scientific Articles. Science & Education, 34; pp. 2189–2223. DOI: 10.1007/s11191-024-00507-1 -- LINK
Recommended Readings:
Required Readings:
Grasha, A. F. (1994). A Matter of Style: The Teacher as Expert, Formal Authority, Personal Model, Facilitator, and Delegator. College Teaching, 42(4); pp. 142-149. DOI: 10.1080/87567555.1994.9926845 -- LINK
Wednesday, June 17 - Friday, June 19, 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 24 - Thursday, February 26, 9:00am – 11:30am
Required Readings:
Jacquart, M., Scott, R., Hermberg, K., & Bloch-Schulman, S. (2019). Diversity is Not Enough: The Importance of Inclusive Pedagogy. Teaching Philosophy, 42(2); pp.107-139. DOI: 10.5840/teachphil2019417102 -- LINK
Recommended Readings:
Required Readings:
Corbin, T., Dawson, P., & Liu, D. (2025). Talk is cheap: why structural assessment changes are needed for a time of GenAI. Assessment & Evaluation in Higher Education, pp. 1-11. DOI: 10.1080/02602938.2025.2503964 -- LINK
Recommended Readings:
Required Readings:
Boyle, H. N. (2006). Memorization and Learning in Islamic Schools. Comparative Education Review, 50(3); pp. 478–495. DOI: 10.1086/504819 -- LINK
Recommended Readings: