College of Arts and Sciences

Education:

• PhD, Cell & Developmental Biology, Harvard University, 2004
• BS, Biology, Elizabethtown College

Curriculum Vitae:

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Research Interests:

• STEM Education
• Effective and Inclusive Teaching
• Evidence-Based Teaching
• Faculty and Future Faculty Pedagogical Development
• Experiential Learning
• Epigenetics
• Learning and Memory

Bio:

Dr. Jennifer Stanford is a Professor in Biology, Co-Director of the Center for the Advancement of STEM Teaching and Learning Excellence (CASTLE), Co-Chair of a National Learning Community Cluster that is part of the Howard Hughes Medical Institute funded Inclusive Excellence 3 Community, and Administrative Lead for the Center for the Integration of Research, Teaching, and Learning (CIRTL) community at Drexel.

Dr. Stanford conducts research on effective and inclusive teaching, emphasizing areas including improving STEM student retention and academic success, experiential learning, and promoting the use of effective and inclusive teaching practices. She is also overseeing work to understand epigenetic mechanisms controlling learning and memory using Drosophila melanogaster as a model system.

Dr. Stanford is committed to inclusive excellence in STEM education, demonstrated in part by her receipt of both the Allen Rothwarf Award for Teaching Excellence and the Christian R. and Mary F. Lindback Foundation Award for Distinguished Teaching. Her research has been continually funded from organizations including the Howard Hughes Medical Institute, National Science Foundation and the Arthur Vining Davis Foundations.

Selected Publications:

• Shumar, W, Silverman, J, Moyer, AE*, Casino, M, Condon, B*, Murasko, D, King, D, Stanford, JS#. Use of a Professional Development Course to Promote Evidence-Based Teaching in Large STEM Courses. College Teaching. Accepted for publication.
• Condon, B*, Xian, J*, Murasko, D, King, DB, Stanford, JS#. Use of the Colorado Learning Attitudes about Science Survey (CLASS) to predict early college success for STEM undergraduates. Journal on Excellence in College Teaching. Accepted for publication.
• Smith, KPW, Waddell EA, Dean, AN, Anandan, S, Gurney, S, Kabnick, K, Little K, McDonald, M, Mohan, J, Marenda, DR, Stanford, JS. (2021) Course-based undergraduate research experiences are a viable appoach to increase access to research experiences in biology. Journal of Biological Education. Published online ahead of print.
• Indorf, J, Benabentos, R, Daubenmire, P, Murasko, D, Hazari, Z, Potvin, G, Kramer, L, Marsteller, P, Thomson, KV, Cassone, VM, Stanford, JS. (2021) Distinct factors preditct use of active learning techniques by pre-tenure and tenured STEM faculty. Journal of Geoscience Education. 69 (4) 357-72.
• Benabentos, R, Hazari, Z, Stanford, JS, Potvin, G, Marsteller, P, Thompson, KV, Cassone, VM, Murasko, D, Kramer, L. (2021) Measuring the implementation of student-centered teaching strategies in lower- and upper-division STEM courses. Journal of Geoscience Education. 69 (4): 342-56.
• Clyne, AM, Shieh, AC, Stanford, J. (2019) A Course-based Undergraduate Research Experience (CURE) in Biofluid Mechanics. Journal of Biomechanical Engineering 141 (12). 
• Wang, H, Smith, KPW, Rocheleau, SE, Mohan, J, Dandekar, KR, Fontecchio, AK, and Stanford, JS. (2018) Early Undergraduate Research in an International Setting: A Pilot Study. Scholarship and Practice of Undergraduate Research 2 (2): 40-48.
• Winters, JM, Wang, H, Duwel, LE, Spudich, EA, and Stanford, JS (2018) Developing a backup plan: implementing a career-planning course for undergraduate biology majors. Journal of Microbiology and Biology Education 19 (3). 
• 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 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, AM, Artavanis-Tsakonas, S, and Stanford, JS. (2007) Nanocourses: a New Short Course Format as an Educational Tool in a Biological Sciences Graduate Curriculum. CBE Life Sci Educ 7: 175-83.