Stanford University
IRACDA Institutional Research and Academic Career Development Award
Teaching Component

Note: The Stanford IRACDA Program is developing a bevy of new program offerings benefiting IRACDA Scholars and undergraduate students at SJSU. Due to the Stanford-SJSU IRACDA Program’s funding cycle and new direction, the 2016-17 Stanford IRACDA cohort will participate in an intensive 2-year iteration of the Program. Details of this 2-year iteration are as outlined below. A new 4-year version of the IRACDA Program will be available for the 2017-18 cycle. Applications for the 2017-18 IRACDA cohort will open in spring or summer of 2017. Please check back then for more information or contact the Program Manager with questions.

 

For IRACDA Scholars entering in the 2016-17 cycle:

YEAR 1
Research Mentors
IRACDA Scholars in the 2016-17 cohort will be selected from Stanford postdoctoral scholars in the biosciences with an established relationship with their research mentor. They will continue working closely with their research mentors, devoting 75% of their time to continuing their research, and will meet with the Program Director at Stanford, Professor John Boothroyd.

Teaching Mentors
During the Fall quarter/semester, newly appointed IRACDA Scholars will meet the Program Director, Professor John Boothroyd, and with the Director of Teaching, Professor Brandon White, and with potential Teaching Mentors from San Jose State University (SJSU). During that time, they will become acquainted with SJSU, their potential Teaching Mentor(s), and SJSU classes that are available for observation and guest lectures during year 1 and to co-teach during year 2. Scholars will meet with and shadow their Teaching Mentor throughout the year. Scholars will also have the opportunity to guest lecture in their Teaching Mentor’s course during year 1, and they may seek out opportunities to guest lecture in other courses as well.

Pedagogical Training and Teaching
During Stanford’s Fall quarter, Scholars will enroll in CTL 312, Science and Engineering Course Design, taught by Sheri Sheppard, PI of Stanford Engineering’s Designing Education Lab, and Gloriana Trujillo, Associate Director for STEM Learning in the Office of the Vice Provost for Teaching and Learning. This course begins on September 23, 2016.

Scholars will also participate in a blended in-person and online seminar series led by SJSU Professor Brandon White, which will include training in the basics of teaching science at the university level (writing instructional objectives, student assessment, problem-based learning), various tools for the creation of digital assets for use in courses, techniques needed to produce classroom documents that are accessible to students with disabilities, and an introduction to online courses and how to manage them. These pedagogy seminars will also touch on the realities of teaching at primarily undergraduate and minority-serving institutions. Scholars will also receive training in academic advising with the SJSU Biology Department’s lead academic advisor.

Scholars will attend other IRACDA Program-endorsed pedagogy, teaching, and mentoring programs and workshops at Stanford, including the Pedagogy Journal Club. Scholars will be encouraged to deliver a mini-course through the Stanford Biosciences Mini-course program and to seek out other opportunities to deliver mini-courses, guest lectures, or workshops at Stanford, SJSU, or local community colleges, supported and guided by the IRACDA Program and OPA staff.

IRACDA Community and Mentoring
Scholars will participate in IRACDA community-building activities, including monthly IRACDA scholar meetings for professional development, sharing and support.

Scholars will develop their mentoring capabilities through participation in Stanford-SJSU community-building and informal mentoring activities, such as lunches or dinners at SJSU with URM students in the sciences, and serving on career panels at SJSU.

Scholars will be encouraged to develop and lead activities as mentors for undergraduates at SJSU who are interested in the sciences and as IRACDA ambassadors for fellow Stanford postdocs with an interest in teaching.

Scholars will also attend the national IRACDA conference every year to engage with other IRACDA scholars and mentors from the 19 IRACDA institutions nationwide.

Career Development
Scholars will establish their IDP with their research mentor, including a supplemental IRACDA-specific IDP form. The latter provides a framework for developing short- and long-term goals and identifying areas for growth. Using this as a guide, they will identify and partake in appropriate programs to support their development from a menu of teaching- and mentoring-focused career development offerings at Stanford.

YEAR 2
Teaching and Advising
During year 2, Scholars will teach one 3- to 6- week module in two of their Teaching Mentor’s classes (one per SJSU semester), including developing, delivering, and assessing content, activities, assignments, exams and other assessment tools, online or interactive components, etc. The SJSU Teaching Mentor will provide guidance in the course planning and development, observe the Scholar’s teaching, and offer ongoing feedback to help the Scholar improve her/his teaching and classroom management.

Scholars will also be assigned as an advisor to two SJSU undergraduates. Scholars will develop a mentoring relationship with the students which will be observed by the lead academic advisor who will provide feedback and advice.

Scholars will continue to attend other IRACDA Program-endorsed pedagogy, teaching, and mentoring programs and workshops at Stanford and will be encouraged to continue seeking out other opportunities to deliver mini-courses, guest lectures, or workshops at Stanford, SJSU, or local community colleges, supported and guided by the IRACDA Program and OPA staff.

IRACDA Community and Mentoring
Scholars will continue to participate in IRACDA community-building activities, including quarterly lunches with mentors and bi-monthly IRACDA scholar meetings for sharing and support. They will play a key role in mentoring the incoming cohort of IRACDA Scholars in these meetings.

Scholars will continue to develop their mentoring capabilities by taking a leadership role in Stanford-SJSU community-building and informal mentoring activities, such as quarterly lunches or dinners at SJSU with URM students in the sciences.

Scholars will build on their previous experience as mentors to SJSU undergrads and ambassadors for Stanford postdocs interested in teaching by further developing activities for these groups.
Scholars will also attend the national IRACDA conference every year to engage with other IRACDA scholars and mentors from the 19 IRACDA institutions nationwide.

Career Development

Scholars will review and update their IDP with their research mentor, including a supplemental IRACDA-specific IDP form. Using this as a guide, they will identify and partake in appropriate further programs that support their development from a menu of career development offerings at Stanford.

Scholars will participate in the Stanford-based Preparing for Faculty Careers course (CTL 231) led by Professor John Boothroyd (the IRACDA Program Director). This course guides participants through an exploration of the academic career and prepares them to launch their academic job search. They will also be encouraged to explore the career development resources and programming available through the School of Medicine Career Center.


In the final year of their program, IRACDA scholars will be sponsored for the Faculty Success Program offered by the National Center for Faculty Development and Diversity. This program will support the career transition from postdoc to faculty.

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