Tuesday, May 21 - Thursday, May 23, 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:
Atobatele, F. A., Kpodo, P. C., & Eke, I. O. (2024). Faculty Engagement In International Student Success: A Review of Best Practices and Strategies. International Journal of Applied Research in Social Sciences,6(3); pp. 440-459. DOI: 10.51594/ijarss.v6i3.968 -- LINK
Required Readings:
Vagos, P., & Carvalhais, L. (2022). Online Versus Classroom Teaching: Impact on Teacher and Student Relationship Quality and Quality of Life. Frontiers in Psychology.DOI: 10.3389/fpsyg.2022.828774 -- LINK
Required Readings:
Ing, M., Burnette, J. M., Azzam, T., & Wessler, S. R. (2021). Participation in a Course-Based Undergraduate Research Experience Results in Higher Grades in the Companion Lecture Course. Educational Researcher,50(4); pp. 205-214. DOI: 10.3102/0013189X20968097 -- LINK
Required Readings:
Moon, A., Gere, A. R., & Shultz, G. V. (2018). Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom. Science Education,102(5); pp. 1007–1028. DOI: 10.1002/sce.21454 -- LINK
Tuesday, February 27 - Thursday, February 29, 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:
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). DOI: 10.7771/1541-5015.1339 -- LINK
Recommended Readings:
Required Readings:
Cotner, S., & Ballen, C.J. (2017). Can mixed assessment methods make biology classes more equitable? PLoS One,12(12). DOI: 10.1371/journal.pone.0189610 -- LINK
