School of Medicine

Wayne State University School of Medicine


Calendar of Events

Full List
Research & Academic Development Seminar: Promotion & Tenure
January 25 2018 at 1:30 PM
The offices of the Vice President for Research, Provost and Faculty Affairs (School of Medicine) are pleased to offer the Research and Academic Development seminar series for WSU faculty, chairs & directors, postdoctoral trainees & graduate students, and administrators. 
Research & Academic Development Seminar Promotion & Tenure at WSU: Policies and Advice
January 25 2018 at 1:30 PM
Mazurek Medical Education Commons
The offices of the Vice President for Research, Provost and Faculty Affairs (School of Medicine) are pleased to offer the Research and Academic Development seminar series for WSU faculty, chairs & directors, postdoctoral trainees & graduate students, and administrators. Seminars are free but registration is required. This seminar, Promotion & Tenure at WSU: Policies and Advice, will take place Thursday, January 25th, 2018, from 1:30 p.m. – 3:00 p.m. in the Margherio Conference Center. The moderators will be Ellen Barton, Associate Provost for Academic Affairs, and Virginia Delaney-Black, Vice Dean of Faculty Affairs, School of Medicine. Presenters will include: Meera Chitlur, Professor, Clinical, Department of Pediatrics, Alan Dombkowski, Associate Professor, Department of Pediatrics, Karen MacDonell, Associate Professor of Family Medicine & Behavioral Sciences, and Steven Korzeniewski, Professor, Research, Department of Obstetrics & Gynecology. Charlene Brain, from the Office of Faculty Affairs, will attend this seminar to respond to any questions about the process of submitting a request for P&T in the School of Medicine. Topics may include: *What it means to be on tenure–track: point of view of your department; what a probationary period means *What to do: importance of mentoring with the right mentor; understanding the university *P&T process & preparing the case: external reviews & the role of the candidate; professional record; personal statement *Details on the assignment and where to go for help and advice: expectations on teaching, research and grants, and service For more information about this event, please contact Mary Serowik at 313-577-5671 or A second P&T seminar (with identical content) is also scheduled for Thursday, February 8th, 2018, 1:00 p.m. –2:30 p.m., at 5057 Woodward Avenue, 6th Floor, conference room A.
SOM Executive Committee of the Faculty Senate Meeting
January 25 2018 at 3:00 PM
Scott Hall
Meeting of the SOM Executive Committee of the Faculty Senate 
More Events

Background on Stanford Program in Medical Teaching

Since 2007, the School of Medicine has invited teaching faculty members to participate in an intensive faculty development program in teaching. Designed to help faculty enhance versatility in teaching, better analyze and improve teaching encounters, and engage in collegial discussions about approaches to teaching, the Stanford Faculty Development Program in Medical Teaching is a longstanding nationally-recognized teaching improvement effort. The course, which is held on the WSU SOM campus is facilitated by an instructor who has been trained at the Stanford Faculty Development Center.

In 2-hour seminars, faculty are introduced to a seven-category framework for analyzing the teaching process:

  • Establishment of a positive learning climate
  • Control of the teaching session
  • Communication of educational goals
  • Promotion of understanding and retention of knowledge
  • Evaluation of learners
  • Provision of feedback to learners
  • Promotion of self-directed learning

Seminars incorporate didactic presentations, group discussions, analysis of videotaped reenactments of teaching encounters, role play exercises, videotaped review of the role plays, and individual and institutional goal setting. A culminating session allows participants to reflect upon their learning in the course and set individual goals for enhancing teaching and learning. Together, they agree on several goals for improving the climate for learning across settings in the SOM.

As a result of participating in the program, faculty report several changes in their teaching:

1. Faculty are more explicit to students about the organization of teaching sessions:

Providing overviews of how the teaching encounter will be organized
Announcing and clarifying session objectives
Pausing at transition points
Summarizing at the session’s end and offering suggestions for self-directed learning related to the topic

2. They more consciously promote understanding and retention through:

Creating more opportunities for interactive teaching, including more frequent question-and-answer periods, both in lectures and lab
Explicitly pointing out connections between what is taught in lecture and in lab
Illustrating more frequently how physicians apply the material in clinic

3. They report more sensitivity to the students’ experience during learning encounters – they “read the audience better.” For some, this has resulted in less formality in their lectures and a feeling of greater connection with students. Several faculty have begun using name tags so that they can call the students by name during discussions and question and answer periods.

4. They report an increased ability to identify with the students’ point of view. As one result, they stated that they are more aware of students’ needs for resources for self-directed learning.

5. Faculty agree that they are connecting more with other faculty who teach in their courses or whose courses relate to their own.

To further develop their own and their colleagues’ teaching, Stanford course alumni have committed to work within and across their departments. In particular, a number of faculty have begun to implement faculty development sessions within their courses and to conduct peer observation and feedback to their colleagues.

To learn more about this course, visit the Stanford Faculty Development Center website.