Required Reading:
Cowie, B., & Bell, B. (1999). A Model of Formative Assessment in Science Education. Assessment in Education: Principles, Policy & Practice,6(1); pp.101-116. doi: 10.1080/09695949993026 -- LINK
There are several times during your postdoc when you are not yet ready to explicitly apply for an academic position but when you can still make yourself know to potential colleges and universities without explicitly. This is known as the "dark search phase" of your exploration, and we will discuss how to manage it in the most effective and efficient way.
Guest Speakers: Dr. Sofie Kleppner, Associate Dean, Office of Postdoctoral Affairs and Dr. Tanya Evan, Assistant Professor, Curry School of Education, University of Virginia
In this session, you'll have an opportunity to apply design thinking to your postdoctoral training and reflect on who you are, where you are going, and how you can get there.
You'll identify resources and plan to apply them to your training in the right place at the right time. The work we do together will support a thoughtful and balanced individual development plan.
Every academic institution is structured differently. What do you need to know as a new faculty member to negotiate and work effectively with the leadership at your new institution?
Guest Speakers: Dr. Jim Plummer, Professor, Electrical Engineering and (by courtesy) Materials Science & Engineering and Dr. Thomas Ehrlich, Adjunct Professor, Graduate School of Education
Required Reading: Theobald, E.J., Hill, M.J., Tran, E., et al. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. PNAS,117(12); pp. 6476-6483. doi: 10.1073/pnas.1916903117 -- LINK
In this session, you'll have an opportunity to apply design thinking to your postdoctoral training and reflect on who you are, where you are going, and how you can get there.
You'll identify resources and plan to apply them to your training in the right place at the right time. The work we do together will support a thoughtful and balanced individual development plan.
Topic: Synchronous and Asynchronous Instruction for Online Learning
Required Readings:
Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., ... & Crosbie, R. H. (2019). Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos. CBE—Life Sciences Education,18(4); pp. 1-14. doi: 10.1187/cbe.18-08-0171 -- LINK
How do you manage your relationship with your PIs/advisors while working remotely or under the current COVID-19 climate?
Navigating the power differential between graduate students/postdocs and their supervisors is always challenging, but even more so in this fraught time, when faculty are also incredibly stressed. What are some of the immediate issues that need to be addressed and what are the resources available on campus that can help you in this unique situation?
**IMPORTANT NOTICE: In light of recent COVID-19 developments and the university’s guidance around social distancing, we have moved this program to Zoom Only; this meeting will no longer be taking place on campus in-person.
To access zoom login information, please register for program using the link below.
Join from PC, Mac, Linux, iOS or Android, using this link: https://stanford.zoom.us/j/740216486
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**IMPORTAND NOTICE: In light of recent COVID-19 developments and the university’s guidance around social distancing, we have reviewed our upcoming program offerings and determined this program is not suitable for the Zoom format. For this reason, this program has been canceled. Thank you for your understanding.
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Monday and Tuesday, March 23-24, 8:30am-4:30pm (breakfast and lunch provided on both days)
