S tanford postdocs Lawrence Uricchio Whitney heavner What do you think of when you hear the word postdoc https postdocsstanfordedu prospectivepostdocs How about professor https ID: 784087
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Slide1
Designing and implementing scientific teaching workshops for Stanford postdocs
Lawrence Uricchio
Whitney
heavner
Slide2What do you think of when you hear the word postdoc?
https://
postdocs.stanford.edu
/prospective-postdocs
Slide3How about professor?
https://
www.stanford.edu
/faculty-staff-gateway/
Slide4Postdoc “VS” Professor
Postdoc
Professor
Research
Research
Job applications
Teaching
Purgatory
Lab/grant
administration
Dream job
Slide5Questions we will address (in part)
What is the point of a postdoc and how can we improve the efficacy of the postdoc?
How can scientific teaching benefit postdocs and future faculty?
What types of scientific teaching approaches can postdocs employ to improve their teaching?
What teaching opportunities & resources are available at Stanford and beyond?
Slide6What explains the structure of postdoctoral “training”?
Hypothesis 1
“It’s in the best interests of the postdoc”
Hypothesis 2
“It’s in the best interests of science”
Hypothesis 3
“It’s at the whims of external economic factors”
Slide7What explains the structure of postdoctoral “training”?
Hypothesis 1
“It’s in the best interests of the postdoc”
Hypothesis 2
“It’s in the best interests of science”
Hypothesis 3
“It’s at the whims of external economic factors”
Cryanoski
et al
2011, Nature
Slide8Should we reconsider the current training model for postdocs?
Potential benefits of postdocs training in teaching:
Increased effectiveness as junior faculty
Increased competitiveness on job market (potentially)
Decreased time burden as junior faculty
Increase in classroom inclusivity
Potential detriments:
Decreased research efficiency (costly on job market)
Loss of student-faculty interaction time
Slide9What is scientific teaching?
“
Scientific teaching involves active learning strategies to engage students in the scientific process and teaching methods that have been tested and systematically shown to reach diverse students
.”
Handelsman
et al
,
Science
2004
Slide10What is scientific teaching?
“
Scientific teaching involves
active learning strategies to engage students in the
scientific process
and teaching methods that have been
tested
and systematically shown to
reach diverse students.”
Handelsman
et al
,
Science
2004
Active learning & classroom engagement
Quantitative approaches in the classroomAssessment of students and teaching efficacyInclusion in the classroom
Slide11Identify & invite faculty
active in scientific teaching
Run a series of teaching
workshops led by faculty
invitees
Run a follow-up postdoc-led
reading group
If we’re going to train postdocs in scientific teaching, how should we do it?
Slide12If we’re going to train postdocs in scientific teaching, how should we do it?
Identify & invite faculty
active in scientific teaching
Run a series of teaching
workshops led by faculty
invitees
Run a follow-up postdoc-led
reading group
✓
✓
✗
Slide13A postdoc teaching mini-series
Katie Wilkinson
SJSU
Active Learning
Jeff
Schinske
Foothill/De Anza
Inclusion
Sarah
Bissonnette
CSU-Stanislaus
Assessment
Eliot Bush
Harvey
Mudd
Computational/
quantitative biology
Slide14Why use a scientific & active approach to teaching?
Freeman
et al
2014 PNAS
Slide15Scott Freeman et al. PNAS 2014;111:8410-8415
©2014 by National Academy of Sciences
What is the Evidence Active Learning is Better than Lecture Only?
Students 1.5 x more likely to fail in lecture only classes
Grades improved by ~6% in active learning classes
Active learning increases scores on concept inventories more than course exams
Active learning is effective in all class sizes, but greatest effects seen in small classes (<50)
Slide by Katie Wilkinson
Slide16Active Learning: The Ideal
Photo credit: University of Minnesota; https://cei.umn.edu/support-services/tutorials/active-learning-classrooms
Slide by Katie Wilkinson
Slide17Active Learning in the Real World
Introductory Biology, 460 students
No desks, balcony, poor lighting-especially in the back
Slide by Katie Wilkinson
Slide18Active Learning Strategies
Clickers
—engage students in problem solving and incentivize participation
SJSU has a site license for Reef Polling/
iClicker
that can be used with any
wifi
enabled device. Hand-held clickers available for students to borrow for free
Many other clicker software options; some have free accounts for small number of students (Poll Everywhere, Top Hat)
Slide by Katie Wilkinson
Slide19What should you do if you got this response to a clicker question?
Slide by Katie Wilkinson
Slide20Use Peer Discussion to Maximize Impact of Clicker Questions
Peer discussion improves performance on re-vote of same question (Q1
ad
) as well as individual performance of a similar question asked later
Smith
, Michelle K., et al. "Why peer discussion improves student performance on in-class concept questions." Science 323.5910 (2009): 122-124.
Slide by Katie Wilkinson
Slide21What types of tools should we be aware of?
There are numerous ways to make even large classes more interactive
Think-pair-share
Just-in-time teaching methods
Flipped classroom
POGIL (process oriented guided inquiry learning)
PLTL (peer led team learning)
Slide22Assessment
Slide by Sarah
Bissonnette
Slide23Assessment
Slide by Sarah
Bissonnette
Slide24Assessment
Slide by Sarah
Bissonnette
Slide by Sarah
Bissonnette
Slide25Assessment
Slide by Sarah
Bissonnette
Slide26Slide by Sarah
Bissonnette
Slide27Quantitative biology
Slide28Slide29Quantitatively assessing our own teaching
Dodds
,
Libeskind-Hadas
, & Bush 2012
Slide30Diversity & Inclusion
Students of different backgrounds can experience the learning environment very differently
Negative stereotypes can affect student performance
even if these stereotypes are not explicitly or implicitly endorsed by instructors or peers
Steele & Aronson, 1995
Slide31Why don’t students have an inclusive view of scientists?
Credit to Jeff
Schinske
for
t
his idea
Slide32Inclusion & diversity in the classroom
Emphasizing personal stories and accomplishments of diverse scientists can help create a more inclusive view of scientists
Schinske
et al
2016 CBE Life sciences education
Slide33Stanford teaching opportunities for postdocs-1
Slide34Stanford teaching opportunities for postdocs-2
Slide35Stanford teaching opportunities for postdocs-3
Postdocs can also…
Join the postdoc pedagogy journal club to present or participate
Teach at community colleges or teaching colleges (opportunities often shared on the postdoc teaching listserv)
Enroll in the
Contact VPTL for course offerings
Apply for IRACDA (if continued)
Slide36Redesign of Introductory
Biology at SJSU
More Active Learning
—clicker questions, online reading pre-quizzes
Adoption of a New Textbook
—inexpensive, online only textbook ($70); aligned with Vision & Change recommendations, emphasizes
experimental design; http://www.trunity.com/trubook-integrating-concepts-in-biology-by-campbell-heyer-paradise.html
Emphasize SJSU Research
—clicker questions based on SJSU research projects to emphasize dynamic nature & introduce to research; highlight diverse scientists
More Inquiry-Based Labs
—eliminate the cookbook labs
Use of Peer Mentors
—homework session, teach students about college
http
://www.sjsu.edu/biology/assessment/introductory-core-redesign/index.html
Supported
by CSUPERB Curriculum Redesign GrantSlide by Katie Wilkinson
Slide37Take-away messages
In a perfect world, postdocs should devote a greater portion of their effort to teaching/training in evidence-based approaches
Evidence-based active learning can improve student outcomes
Active learning can be effectively applied even in large classes
Developing assessments in tandem with course objectives can make assessments more effective
Active & evidence-based approaches have the potential to reduce achievement gaps and improve learning environments
Slide38Acknowledgements
Whitney
Heavner
Christine
Solari
& TMA
Gloriana
Trujillo
Sarah
Bissonnette
Katie Wilkinson
Eliot Bush
Jeff
Schinske
Robin
Sugiara
Sophie KleppnerJohn BoothroydSusan McConnell