Required Readings:
Hills, M., Overend, A., & Hildebrandt, S. (2022). Faculty Perspectives on UDL: Exploring Bridges and Barriers for Broader Adoption in Higher Education. The Canadian Journal for the Scholarship of Teaching and Learning, 13(1); pp. 1-15. DOI: 10.5206/cjsotlrcacea.2022.1.13588 -- LINK
Required Readings:
Williams, A. E. (2017). Promoting Meaningfulness by Coupling Bloom’s Taxonomy with Adult Education Theory: Introducing an Applied and Interdisciplinary Student Writing Exercise. Transformative Dialogues: Teaching & Learning Journal, 10(3); pp. 1-9. -- LINK
Tuesday, May 20 - Thursday, May 22, 9:00am – 11:30am
Tuesday, February 25 - Thursday, February 27, 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:
Yeager, D. S., & Dweck, C. S. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4); pp. 302–314. DOI: 10.1080/00461520.2012.722805 -- LINK
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:
Sigmon, A. J., Lee, E., & Bodek, M. (2024). Transforming Student Interactions with Flipped Content from an Isolated, Passive Activity into a Collaborative and Engaging Endeavor. Journal of Chemical Education, 101(8); pp. 3107-3117. DOI: 10.1021/acs.jchemed.3c01007 -- 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