Jennifer Stanford, PhD
Office: PISB 425
- BS, Biology, Elizabethtown College
- PhD, Cell and Developmental Biology, Harvard University, Ruderman Lab
- Post-Doc, Cell Biology Education, Harvard Medical School
My research interests focus on evaluating and improving biological science curricula and approaches to training students in higher education. I am more specifically interested in assessing educational approaches to identify the most efficient ways to meet a variety of student learning needs in higher education. Student learning needs can be broadly defined to include: the goals students have for their learning, the skills students need for their future work in the field, and the tools they need to be successful in their future careers. I believe it is critical to identify best practices for preparing students effectively for future careers in the biomedical sciences, and that careful curricular design and assessment is needed to achieve that goal.
Bentley, A.M., Artavanis-Tsakonas, S., and J.S. Stanford. (2007) Nanocourses: a New Short Course Format as an Educational Tool in a Biological Sciences Graduate Curriculum. CBE Life Sci Educ 7: 175-83.
Stanford, J.S. and J.V. Ruderman. (2005) Changes in Regulatory Phosphorylation of Cdc25C Ser387 and Wee1 Ser549 During Normal Cell Cycle Progression and Checkpoint Arrests. Mol Biol Cell 16: 5749-60.
Stanford, J.S., Lieberman, S.L., Wong, V.L., and J.V. Ruderman. (2003) Regulation of the G2/M transition in oocytes of Xenopus tropicalis. Dev Biol 260: 438-48.
Duckworth, B.C., Weaver (Stanford), J.S., and J.V. Ruderman. (2002) G2 arrest in Xenopus oocytes is dependent on phosphorylation of cdc25 by protein kinase A. Proc Natl Acad Sci 99: 16794-9.
D’Amico, A.V. and Stanford, J. (2009) Probiotic use and clindamycin-induced hypercholesterolemia. J Altern Complement Med 15: 470-1.