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These students learn much more than biology and geology: they do science in the field and become science teachers themselves.
Stanford student in field catching bugs in a net. Photo by Rod Searcey for Stanford VPTL.

These students learn much more than biology and geology: they do science in the field and become science teachers themselves.

Students in a classroom, seated at tables, animated discussion
Here’s how to start doing research on your own teaching and what the ethical considerations are. Part 2 in a series.
Three students, 2 female, 1 male, at desks in a classroom, talking together, smiling; others talking around them
Pros and cons of peer-led teaching from a medical education standpoint.
Science prof in the field with students: white suits, blue gloves
Want to be a better teacher? Employ the techniques of science to analyze your own teaching, improve it, and contribute to the teaching community.
Students at desks in classroom, discussing together
Four questions to help your students think and reflect on what you're teaching
Screenshot from an ePortfolio platform. Image courtesy of Megan O'Connor.
In Part 1, we got an overview of ePortfolios' uses and platforms. Today we'll look at their pedagogy and assessment.
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