Teaching Post-Doc Program
The Teaching Post-Doc Program at KU is designed to transform the way we teach large gateway courses by implementing a new module that promotes deep engagement in a class. The post-doc fellows are agents of change who come into departments as partners with the faculty and help redesign gateway courses that enroll hundreds of students. During their three-year term, each post-doc fellow will help transform four to five different courses by teaming up with the faculty and envisioning new exercises, different modules, and different methods of delivery.
Post-doc fellows work with multiple faculty members at one time who teach the same course, promoting teamwork and making it possible to share resources in a very effective way to show consistent teaching and consistent learning from semester to semester. With this method, faculty don’t have to start from the beginning every time they make a change in their lesson plan—it is much more time efficient, which is important since time is a very limited resource for faculty members. When the program is finished, the post-doc fellows leave behind a transformed curriculum and a transformed faculty member who is comfortable teaching courses under a new module.
For more information about the Teaching Post-Doc program, contact Andrea Greenhoot at firstname.lastname@example.org.
Christopher Bruner is a Postdoctoral Teaching Fellow and Visiting Assistant Professor in Physics & Astronomy, where he works with PHSX faculty to transform large clases such as College Physics I and II. He holds a Ph.D. in Physics from the University of Kansas. Christopher's research includes analyzing the effect of transforming courses when compared to their pre-transformation lecture-only style. He is also working towards publication of his Ph.D. dissertation.
Stefanie DeVito is a Postdoctoral Teaching Fellow and Visiting Assistant Professor in Ecology and Evolutionary Biology. She works with faculty from EEB as well as Molecular Biology to redesign biology courses to be student-focused and to incorporate more active learning. Stefanie holds a Ph.D. in Biochemistry from the University of Rochester School of Medicine and Dentistry where her dissertation focused on metabolic changes made to host cells upon infection by Human Cytomegalovirus (HCMV). She has also previously worked as adjunct faculty in the Department of Chemistry at St. John Fisher College in Rochester, New York. Stefanie’s research interests focus on increasing undergraduate proficiency in critical thinking and the scientific process.
Anne Gilbert is a Postdoctoral Teaching Fellow and Visiting Assistant Professor in Film & Media Studies, where she works with FMS faculty, redesigning production and studies courses to incorporate more active, hands-on learning. She holds a Ph.D. in Media Studies from Rutgers University, where her dissertation focused on the notion of interactivity at contemporary sites of intersection between media industries and media audiences. In addition to research on active learning in the humanities, her research interests include audience and fan cultures, media industries, and popular transmedia culture.
Marsha McCartney is a Postdoctoral Teaching Fellow and Visiting Assistant Professor in Psychology. In this position, she works with faculty and graduate students to redesign courses with high enrollment with the goals of improving learning, instruction, and retention, particularly through activities that promote active participation and authentic learning. She has a Ph.D. from the University of Missouri in Educational Psychology with emphasis areas in Cognition and Development, as well as a Minor in College Teaching. Marsha's research interests include learning and motivation in higher education and faculty development.
Missy Shabazz is a Postdoctoral Teaching Fellow and Visiting Assistant Professor in Mathematics. She currently coordinates and teaches Precalculus and teaches Calculus I; in upcoming semesters she will work on redesigning Calculus III. Missy hold's a Ph.D. from the University of Arkansas. Her research interests include Complex Analysis, Functional Analysis, Operator Theory, and Mathematics Education.
Drew Vartia is a Postdoctoral Teaching Fellow and Visiting Assistant Professor in Chemistry. He works with faculty and graduate students to implement nontraditional teaching methods and assess student learning; he hopes these changes will facilitate deeper interactions between faculty and students and encourage a more active learning approach in large introductory classes. Drew holds a Ph.D. in Chemistry from the University of Kansas. He also has previously taught chemistry at Washburn University in Topeka, Kansas. Because the ability to “see” or imagine molecules is critical to thinking and learning about chemistry, Drew’s research interests involve exploring largely untapped technologies (e.g. 3D printing, holography) to help students visualize the molecular world around them.
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