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Jennifer Stanford

Jennifer Stanford, PhD

Assistant Professor, Department of Biology
Co-Director of the Center for the Advancement of STEM Teaching and Learning Excellence (CASTLE)
Department of Biology
Office: PISB 425
jss75@drexel.edu
Phone: 215.895.6180

Education:

  • BS, Biology, Elizabethtown College
  • PhD, Cell and Developmental Biology, Harvard University, Ruderman Lab
  • Post-Doc, Cell Biology Education, Harvard Medical School

Research Interests:

My research interests focus on evaluating and improving approaches to teach STEM students in higher education environments to promote learning, engagement in STEM courses, student retention, and retention within the STEM pipeline. My current work centers on evaluating approaches to increase student access to STEM experiential learning experiences, incorporating evidence-based thinking into diverse learning environments, and developing practical training opportunities to support STEM students, faculty and future faculty in their professional development. Through my research activities and work with CASTLE (drexel.edu/castle), I am collaboratively working with colleagues to transform STEM teaching and modernize STEM learning across disciplines and educational levels.

Selected Publications:

  • Stanford, JS, Rocheleau, SE, Smith, KPW, and Mohan, J. (2017) Early undergraduate research experiences lead to similar learning gains for STEM and Non-STEM undergraduates. Studies in Higher Education 42: 115-129.
  • Stanford, JS, Carmichael, T, Zerr, R, Byrne, L, Riegelman, R. (2016) Actual and Potential Uses of STIRS Case Studies in Courses and Curricula. Peer Review 18 (4): 23-27.
  • Stanford, JS, Byrne, L, and Hunting, K. (2016) Promoting Evidence-Based Thinking Through the STIRS Case Studies. Peer Review 18 (4): 14-18.
  • Stanford, JS. (2015) Cell Phones and Cancer: Evaluating the Evidence to Assess Potential Association. Association of American Colleges & Universities. (aacu.org/stirs/casestudies)
  • Stanford, JS and Duwel, LE. (2013) Engaging Biology Undergraduates in the Scientific Process through Writing a Theoretical Research Proposal. Bioscene: Journal of College Biology Teaching 38: 17-23.
  • 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.