Teaching

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

Required Readings:

Yussif (2024). Inquiry-Based Learning In Your Classroom: Benefits and How To Use It. Classroom Management Expert.-- LINK

Main, P (2021). A Teacher's Guide To Inquiry-Based Learning. Structural Learning.-- 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

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

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

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