Teaching Workshop for Postdocs
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
Pedagogy Journal Club: How Do Project-Based and Problem-Based Learning (PBL) Impact Students' Thinking Skills?
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:
Pedagogy Journal Club: Low Stakes Assessments: Increasing Student Learning or Decreasing Motivation?
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
Pedagogy Journal Club: ChatGPT for STEM Teaching: Friend or Foe?
Required Readings:
Cooper, G. (2023). Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence. Journal of Science Education and Technology,32; pp. 444–452. DOI: 10.1007/s10956-023-10039 -- LINK
Pedagogy Journal Club: Can Microlearning Strategies Be Applied in a Flipped Classroom Setting
Required Readings:
Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: A New Learning Model. Journal of Hospitality & Tourism Research,44(3); pp. 551-561. DOI:10.1177/1096348020901579 -- LINK
#REF!
Pedagogy Journal Club: The What and the How of Antiracist Teaching: Decolonizing the Curriculum and Creating an Inclusive Environment
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
Pedagogy Journal Club: Supporting LGBTQIA Students in the Classroom
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
Teaching Workshop for Postdocs
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