OPA Program

What teaching choices are we making as instructors, and why? How do we as instructors decide how to spend in-class time with students? To what extent do our teaching plans align with what is known about how the brain learns? What tools are available to become more analytical about our teaching choices and strategize for change? In this interactive workshop, participants will explore their current approaches to planning and reflecting on their teaching, as well as explore the 5E learning cycle model as an analytical tool for understanding teaching choices.

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.

Your postdoc training is more than just research! Apply design thinking to the wicked problem of a comprehensive postdoctoral training plan and make a bold plan that amplifies your interests and values as you transition to your career of choice. The work we do together will support new perspectives, identify mentoring needs, and ensure that your individual development plan is thoughtful and balanced.

Note: there is approximately an hour of required prework for this session. You will receive details for the prework upon registration.

Your postdoc training is more than just research! Apply design thinking to the wicked problem of a comprehensive postdoctoral training plan and make a bold plan that amplifies your interests and values as you transition to your career of choice. The work we do together will support new perspectives, identify mentoring needs, and ensure that your individual development plan is thoughtful and balanced.

Note: there is approximately an hour of required prework for this session. You will receive details for the prework upon registration.

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

III:  Oral Presentation

Prerequisite: Oral Communication

Winter Session: Thursdays, February 11 - March 18, 1:00pm-3:00pm

II: Professional & Academic Writing

Prerequisite: Oral Communication

Winter Session: Tuesdays, February 9 - March 16, 1:00pm-3:00pm

This  course on academic writing for publication focuses on learning to write coherently, clearly, and concisely. It will also include some practice in writing effective emails, letters, and short proposals. The course includes two 30-minute individual tutorials with the instructor.

I: Oral Communication

Winter Session: Monday, February 1 - Thursday, February 4, 3:00pm-5:00pm

Attendance is required ALL 4 Days

This course focuses on helping students improve their oral communication skills for academic and daily life. Emphasis is on increasing confidence and fluency through realistic activities both in and out of class covering pronunciation, idiom and slang usage, active listening skills, and conversation strategies.

Course topics:

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