Journal Club Topic:
This pedagogy journal club will cover different strategies for grading assessments, including a discussion on the advantages and disadvantages of grading on a curve.
Required Readings:
Schinske, J., & Tanner, K. (2014). Teaching More by Grading Less (or Differently). CBE—Life Sciences Education,13(2); pp. 159-166. DOI: 10.1187/cbe.cbe-14-03-0054 -- LINK
Journal Club Topic:
Training students to become experts is a central goal of higher education -- but what does expertise entail, how do we recognize it in our respective fields, and how do we perform it? Is it possible to teach and convey expertise without radiating authority, and what choices do we make every day to come across as competent in academia?
Journal Club Topic:
Required Readings:
Hubbard, J. K., Potts, M. A., & Couch, B. A. (2017). How Question Types Reveal Student Thinking: An Experimental Comparison of Multiple-True-False and Free-Response Formats. CBE—Life Sciences Education,16(2); pp. 1–13. DOI:10.1187/cbe.16-12-0339 -- LINK
Recommended Readings:
Tuesday, August 23 - Thursday, August 25, 2022
Attendance is required for the entire session on ALL 3 Days
Want to connect and exchange ideas with other aspiring faculty?
Would you like to discuss strategies for engaging all students in their learning?
Join us for a hands-on workshop that will prepare you for developing or revising a course to be taught at or beyond Stanford. You will be able to:
Required Readings:
Slavin, R. E., Hurley, E. A., & Chamberlain, A. (2003). Cooperative Learning and Achievement: Theory and Research. Handbook of Psychology;pp. 177-193. DOI: 10.1002/0471264385.wei0709 -- LINK
Recommended Readings:
Tuesday, May 24 - Thursday, May 26, 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:
Hernández, R. (2012). Does continuous assessment in higher education support student learning? High Education,64; pp. 489–502. DOI: 10.1007/s10734-012-9506-7 -- LINK
Knight, P. T. (2002). Summative Assessment in Higher Education: Practices in disarray. Studies in Higher Education,27(3); pp. 275-286. DOI: 10.1080/03075070220000662 -- LINK
Required Readings:
Price, A., Wieman, C., & Perkins, K. (2019). Teaching With Simulations: Teachers use simulations for student motivation, content learning, and engagement in science practices. The Science Teacher,86(7); pp. 46-52. https://www.jstor.org/stable/26899147 -- LINK
Recommended Readings:
