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:
Tuesday, February 22, 12:00pm-1:30pm PT/ 3:00pm-4:30pm ET, via Zoom
Join the Office of Postdoctoral Affairs for this negotiation panel, featuring former Stanford postdocs now working as tenure track faculty. Learn how each person navigated negotiating their job offer and what they wish they had known prior to negotiating.
Moderated by Ravenn Gethers, Assistant Director of Training and Diversity, Office of Postdoctoral Affairs, Stanford University.
Panelists:
Tuesday, February 8 - Thursday, February 10, 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
Wednesday, March 2, 9:00am-12:00pm PT/ 12:00pm-3:00pm ET, via Zoom
This lecture will examine critical negotiation theory involving how to move from an adversarial, “fixed pie” orientation to a more collaborative and creative orientation. We will discuss how to probe beneath surface positions, demands and strategies to discover the underlying needs and motivators of the people involved in a challenging conversation. We will also analyze how to analyze potential negotiated agreements in terms of other alternatives.
Required Readings:
Killpack, T. L., & Melon, L. C. (2017). Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play? CBE Life Sciences Education,15(3); pp. 1-9. DOI: 10.1187/cbe.16-01-0020 -- LINK
Recommended Readings:
Required Readings:
Dolan, E.L., Collins, J. P. (2015). We must teach more effectively: here are four ways to get started. Molecular Biology of the Cell,26(12); pp. 2151-2155. DOI: 10.1091/mbc.E13-11-0675 -- LINK
Recommended Readings:
Topic:
Approaches to biology teaching and learning, related to teaching strategies to promote student engagement and cultivate classroom equity.
Required Readings:
Tanner, K., & Allen, D. (2004). Approaches to Biology Teaching and Learning: Learning Styles and the Problem of Instructional Selection - Engaging All Students in Science Courses. Cell Biology Education,3(4); pp. 197-201. DOI:10.1187/cbe.04-07-0050 -- LINK
