This event is part of series:
This is a 3 full-day workshop: Tuesday, Wednesday, and Thursday, August 14-16, 9am - 5pm. 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?
Interested in exploring innovative strategies for assessing student understanding?
Scientific Teaching does not attempt to provide particular solutions to teaching challenges, but rather charges instructors to apply their analytical skills to gain insights into effective approaches for engaging students in learning, designing assessments that gauge student conceptions, and promoting equity and access to science learning for all students.
- Particpants who attend all 3 days in full will receive a certificate verifying completion of 24 hours of professional development in Scientific Teaching.
- Breakfast and lunch will be provided on all days.
- This workshop also counts toward the Postdoc Teaching Certificate training hours.
- This workshop is open to postdoctoral scholars and graduate students at Stanford.
Presenters
Dr. Kimberly Tanner is a tenured Professor of Biology at San Francisco State University. Her laboratory – SEPAL: the Science Education Partnership and Assessment Laboratory – investigates what is challenging to learn in biology, how biologists choose to teach, and how to make equity, diversity, and inclusion central in science education efforts. As a Science Faculty with an Education Specialty (SFES), she is engaged in discipline-based education research, directs multiple K-16+ biology education reform efforts, and is deeply engaged in faculty professional development. Trained as a neurobiologist with postdoctoral studies in science education, Dr. Tanner is a proud first-generation college-going student.
Jeff Schinske is a biology professor at Foothill College, a ~13,000 student community college in the San Francisco Bay Area. Jeff’s research focuses on equity and inclusion in science classrooms, the underrepresentation of community colleges in biology education research, and faculty professional development. He also co-coordinates anatomy and physiology instruction at Foothill and serves as lead biology curriculum reviewer for California's statewide articulation system. Jeff has published numerous articles on teaching and learning, was interviewed by Nature for an article on community college teaching, and recently appeared as a senior author in a PNAS article measuring faculty teaching practices in STEM classes.
Resources and More Information
To learn more about the presenters' approaches, explore this short video about the “Think-Pair-Share” approach to engaging students in classrooms or audience members during a presentation here: https://www.ibiology.org/professional-development/think-pair-share/
To access a variety of teaching articles by the presenters, including the titles below, you can explore the American Society for Cell Biology's LSE journal Collection of Approaches to Biology Teaching and Learning features: https://www.lifescied.org/action/doSearch?ConceptId=100053&sortBy=Earliest
• 2018 Language Matters: Considering Microaggressions in Science Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching
• 2017 Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching
• 2014 Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity
• 2014 Teaching More by Grading Less
• 2012 Promoting Student Metacognition
• 2011 Moving Theory into Practice: A Reflection on Teaching a Large, Introductory Biology Course for Majors
• 2010 Order Matters: Using the 5E Model to Align Teaching with How People Learn
• 2009 Talking to Learn: Why Biology Students Should Be Talking in Classrooms and How to Make It Happen See the attached files below for the detailed agenda and recent publications related to this workshop.
