Teaching

Teaching diverse populations of students requires instructors to construct learning environments that are inclusive and equitable. Research in psychology and other disciplines suggests that how students personally experience learning environments strongly influences engagement, motivation, sense of belonging, and conceptual learning. In this interactive workshop, participants will share a common experience as the basis for discussing how students may experience classroom environments differently from one another.

Tuesday, July 20 - Friday, July 23, 9:00am – 11:00am

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

Tuesday, January 26 - Friday, January 29, 9:00am – 11:00am

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:

Lee, D., Watson, S. L., & Watson, W. R. (2020). The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses. The International Review of Research in Open and Distributed Learning,21(1); pp. 23-39. DOI: 10.19173/irrodl.v20i5.4389 -- LINK

Required Readings:

Dhawan S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems,49(1); pp. 5-22. DOI: 10.1177/0047239520934018 -- LINK

Required Readings:

Rosinger, K. O., Ford, K. S., & Choi, J. (2020). The Role of Selective College Admissions Criteria in Interrupting or Reproducing Racial and Economic Inequities. The Journal of Higher Education,91(7); pp.1-25. DOI: 10.1080/00221546.2020.1795504 -- LINK

Recommended Readings:

Required Readings:

Akerlind, G., & McAlpine, L. (2017). Supervising doctoral students: variation in purpose and pedagogy. Studies in Higher Education,42(9); pp. 1686-1698. DOI: 10.1080/03075079.2015.1118031 -- LINK

Recommended Readings:

Through the language they use, instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, belonging, and self-efficacy. However, despite the critical importance of instructor language to the student experience, little research has investigated what instructors are saying in undergraduate classrooms.

From watching television shows and movies to their experiences in college classes themselves, students recurrently encounter stereotypes that, more often than not, convey a narrow view of who participates in our fields of study. We might wonder, then; what are the impacts of these messages on students and what, if anything, might faculty do in response to this messaging?

The Winter 2021 Preparing Future Professors Program Application  -- Opens September 4, 2020 and closes October 7, 2020.

Description of Program: