This event is part of series:
Tuesday, August 23 - Thursday, August 25, 2022
- Breakfast available at 8:30am
- Workshop starts promptly each day at 9:00am
- Workshop ends each day at 5:00pm
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.
- This workshop is very interactive and will be held indoors where masks will be required to be worn all 3 days. Breakfast and lunch will be held outdoors.
Application Deadline: Thursday, August 18, 2022
Professor Kimberly Tanner is a tenured Professor of Biology at San Francisco State University (SFSU). 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 grant-funded K-16+ biology education reform efforts, and is deeply engaged in faculty professional development. Dr. Tanner is an Elected Fellow of the California Academy of Sciences and the American Society of Cell Biology (ASCB). She received the 2012 National Outstanding Undergraduate Science Teacher Award from the Society for College Science Teachers, the 2017 Bruce Alberts Science Education Award from ASCB, the 2018 SFSU Distinguished Faculty Award for Excellence in Teaching, and the 2018 UC San Francisco Audacious Alumni Award. Trained as a neurobiologist at UCSF with postdoctoral studies in science education at Stanford, Dr. Tanner is a proud first-generation college-going student.
Professor Jeff Schinske is the anatomy and physiology course coordinator at Foothill College where he conducts research on equity and inclusion in science classrooms. He leads two federal grant programs: The Scientist Spotlights Initiative, which supports the development and dissemination of inclusive biology curricula, and CC Bio INSITES, which empowers community college biology faculty to conduct and publish education research. Jeff has authored numerous high-profile biology education research articles, is a steering committee member for the Society for the Advancement of Biology Education Research (SABER), and serves as lead biology curriculum reviewer for C-ID, California’s statewide course articulation system. Jeff is a frequent featured speaker in the areas of discipline-based education research and STEM equity, and was the 2018 recipient of the national Outstanding Undergraduate Science Teaching Award from the Society for College Science Teachers.
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
- 2021 Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research
- 2020 Attention Matters: How Orchestrating Attention May Relate to Classroom Learning
- 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.
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