CTL Faculty Fellows

CTL Faculty Fellows Program

The Center for Teaching and Learning is delighted to announce a major new resource for our faculty users and for CTL programs—an expanded Faculty Fellows (FF) Program. Faculty Fellows serve several roles: working with CTL staff on projects to enhance the teaching and learning resources and community for Stanford faculty, TAs, and students; acting as informal advisors on CTL programs, services, and new initiatives; and serving as contacts for faculty here on campus and for colleagues elsewhere. The FF Program began in 2010-11 with the help of the first Fellow, Visiting Professor Tom Ehrlich, former Dean of the Stanford Law School, former Provost at Penn, President Emeritus of Indiana University, and author, co-author, or editor of 13 books. This year the Program has been expanded with the addition of four new Faculty Fellows, as described below (along with more on Tom Ehrlich). We invite faculty to contact the Fellows regarding their area(s) of focus and also to consider, for the future, whether they would like to spend time on a teaching-related project along with the Fellows or as a Fellow themselves. You can contact CTL’s director, Michele Marincovich (marin@stanford.edu; 723-2208), to discuss the Program.

Sheri Sheppard at Fall 2011 Course Design Boot Camp

2011-2012 Faculty Fellows

Robert (Bob) Calfee (robert.calfee@ucr.edu) is Professor Emeritus of the Stanford School of Education with an extensive background in higher education, having served as an Associate Dean of Research at Stanford, Director of the Stanford Center for Research and Development on Teaching, director of Stanford's Teacher Education program, and Dean of the Graduate School of Education at UC Riverside. A cognitive psychologist who has focused his research on reading and writing instruction, literacy assessment, educational policy, and school reform, Bob has practical and theoretical experience in the educational uses of tablets, digital pens, and second-language acquisition software. As a CTL Faculty Fellow, he will contribute on these and other areas related to technology-enhanced teaching and learning.

Thomas (Tom) Ehrlich (tehrlich@stanford.edu), as noted above, has played major leadership roles at Stanford and other prominent American research universities. He has also helped shape higher education in the U.S. and abroad with his influential work through the Carnegie Foundation for the Advancement of Teaching and his many publications in the areas of university/community engagement, service learning, civic engagement, and the nature of liberal education. Currently a Visiting Professor in the Stanford School of Education, he offers courses on teaching and learning and leadership in higher education. A Fellow of the American Academy of Arts and Sciences, Tom has focused at CTL on the development and implementation of CTL’s strategic plan, the Study of Undergraduate Education at Stanford (SUES) and its implications for the culture of teaching on campus, and a new CTL initiative for 2011-12 called How Learning Works.

Sheri Sheppard (sheppard@stanford.edu), Professor of Mechanical Engineering and Associate Vice Provost for Graduate Education, conducts research on engineering education and student academic pathways as well as on weld fatigue and impact failures. She led a three-year study of engineering education at the Carnegie Foundation for the Advancement of Teaching, resulting in the transformative book Educating Engineers and was a 2010 recipient of the Gores Award, Stanford’s highest recognition of excellence in teaching. With design at the heart of her work, she has brought expertise in, and passion for, learning and individual development to membership in SUES, where she served on the subcommittee on Student Learning.  In her role as a CTL Faculty Fellow, Sheri will focus on the teaching development of both early career faculty (through Course Design Boot Camp) and graduate students/postdocs (through E312/CTL312: Science and Engineering Course Design). She will also help CTL and VPUE advance the “How Learning Works” initiative at Stanford.

Lee Shulman (shulman@stanford.edu), President Emeritus of the Carnegie Foundation for the Advancement of Teaching and Charles E. Ducommun Professor of Education Emeritus in the Stanford School of Education, has published highly influential articles on a range of topics—problem-solving processes in medicine, teachers’ development of content knowledge and practice, and making university teaching “community property” or an intensely collegial and research-informed process in higher education. Among his honors are a Guggenheim Fellowship, the Grawemeyer Award in Education for his book The Wisdom of Practice, the Lifetime Achievement Award of the American Association of Colleges for Teacher Education, and election as a Fellow of both the American Academy of Arts and Sciences and of the American Association for the Advancement of Science. As a CTL Faculty Fellow, Lee will initiate conversations and projects on the Scholarship of Teaching and Learning (SOTL), the application of research-based approaches to teaching practice.

Jennifer Summit (summit@stanford.edu), Professor of English, has published widely on medieval and early modern literature, focusing on the histories of literacy, technologies of writing, written knowledge, and the book. She currently directs a multi-year, multi-university Teagle Foundation-funded study, "What is a Reader?," investigating undergraduate reading practices and the future of literary studies. As chair of English, she oversaw the revision of the department's undergraduate major and curriculum. She also co-founded the Center for Medieval and Early Modern Studies and served as Director of Stanford's Medieval Studies Program. Her work has attracted fellowships from the National Endowment for the Humanities, the American Council of Learned Societies, and the Stanford Humanities Center. She received the H&S Dean's Award for Distinguished Teaching, was a co-recipient of a Hoagland Award, and is currently Eleanor Loring Ritch University Fellow in Undergraduate Education. As a member of SUES, she chaired the subcommittee on Writing and Oral Communication. In her Faculty Fellow work, Jennifer will focus on designing teaching orientation and course design programs for new humanities faculty; promoting curricular revision and innovation in humanities departments; and exploring the constructive use of learning outcomes and assessment for improving student engagement in the humanities.