Pamela Levine

Worker

• Independent Learning & Development Consultant, Pamela Levine Consulting Services (2022-present)

• Program Manager, Learning and Development, Applied Materials (2021-2023)

• Senior Learning Experience Designer, Stanford Graduate School of Business (2016-2021)

• Technology Specialist, Stanford Graduate School of Education (2012-16)

• Teacher, DC Public Schools (2011-12)

• Education Research and Policy Analyst, FHI360 (2009-11)

• U.S. Peace Corps Volunteer in Tanzania (2006-08)

Learning Designer

Online professional development courses for executives

• Design Thinking: From Insights to Viability project-based course introducing design thinking and lean startup techniques.

• Values-Based Leadership case-based course for exploring ethical situations, articulating your values, and understanding the perspectives of others.

• Communicating with Impact practical course for sharpening your communication, from delivering a presentation, to building rapport, to giving an apology.

• Diverse by Design project-based course for exploring the barriers and potential solutions to creating and maintaining a diverse workforce.

• Creating a Life of Consequence: How Happy, Meaningful, and Successful Lives Really Happen personal exploration course for applying the science on happiness and human flourishing to our own lives.

• Design for Disruption practical course for making sense of what ‘disruption’ really means, what it looks like, and how to discover disruptive innovations in your industry.

• Principled and Purposeful Leadership survey course on leadership competencies and values across an array of industries and contexts.

Learning modules and flipped courses for graduate students

• Data and Decisions flipped classroom courses for base and accelerated levels.

• Adaptive learning module on the time value of money for Managerial Finance.

• Ethics in Management required course, converted into an online delivery format during the COVID-19 pandemic.

• Acting with Power popular elective course, redesigned for fully online delivery during the COVID-19 pandemic.

• Educational podcasts on communication and story-telling.

Learner

• M.A., Education, Policy, Organization, and Leadership Studies, Stanford University Graduate School of Education

• B.A., Psychology, University of Southern California

• Washington D.C. Teaching Certificate, Elementary Education

Speaker

Diversity, Equity, and Inclusion

• “Teaching During the 2020 Election,” Stanford Graduate School of Business (October 2020).

• “Staff Listening Sessions,” Stanford Graduate School of Business (October 2020).

• “Managing Sensitive Topics in the Classroom,” Stanford Graduate School of Business (September 2019, August 2020, and September 2020).

• “Educational Equity in a Changing Digital World,” Stanford University, Alternative Spring Break (February 2014).

• “Learning Technologies for Supporting Students with Special Needs,” Stanford University, EDUC285: Supporting Students with Special Needs (April 2013).

Educational Multimedia

• “High Touch Online Production,” Stanford Media Meetup (March, 2021).

• “Professors on Podcasts: Contexts, Production, and Considerations,” ATXpo, Santa Clara University (October 2019).

Learning Design and Pedagogy

• “Leveling the Playing Field with an Adaptive Learning Pre-Course Module in Finance,” ATXpo, Stanford University (October 2017).

• “Comprehension Checking As You Go: In-line Questions for Flipped Courses” ATXpo, Stanford University (October 2017)

• "A Model for Student-Centered Flipped Courses" InstructureCon (July 2017).

• "Using Technology to Support Reasoning about Scientific Models," Stanford Vice Provost for Teaching and Learning Demo Day (February 2016).

• “Inquiry, Evidence, and Scholarly Teaching: Using Data and Classroom Technologies to Improve Student Learning” EDUCAUSE Connect (January 2015).

• “Digital Writing: Communicate, Collaborate, Reflect, & Publish,” Hollyhock Fellowship Program (July 2014)

• “Ideate, Create, Share, and Reflect: Edtech for Design Thinking,” Hollyhock Fellowship Program (July 2014).

• “Microlearning,” panelist at Coursmos (March 2014).

• “MOOCs, Online Education, and the Library,” Stanford University Libraries Chalk Talk (February 2013).

• “Course Rights in Cyberspace: Ownership Issues in Online Education” EDUCAUSE (February 2013).

• “Stanford Mobile Inquiry-based Learning Environment for Student-Centered Mobile Learning Experiences,” Association for Educational Communications and Technology International Convention (October 2012).

Assessment

• "Formative Assessment and Feedback in Digital Learning Environments," Greenwich Public Schools (November 2015).

• "Assessing and Providing Feedback on Student Work in Canvas," Stanford University (October 2015).

Peer-to-Peer Discussion and Learning

• "Technology for Facilitating Student-to-Student Discussions," Hollyhock Fellowship Program (July 2017).

• "PollEverywhere for Assessment and Peer Learning," Stanford University (January 2016).

• “Building Digital Classroom Culture with Tech-Enabled Icebreakers,” ATXpo (October 2015).

• “Crowdsourcing and Collaboration in the Classroom,” Stanford University (February 2014).

• “Student Response Systems for Assessment and Peer Learning,” Stanford University (October 2013).

• “Conducting Better Online Discussions,” Stanford University (November 2012).

Educational Technologies

• "Education Technology Myths," Stanford IT Unconference (November 2015).

• “Mobile Technologies and Practices for Conducting Field Research,” Policy, Organization, and Leadership Studies Seminar (October 2015).

• “Edtech for Flipped Classrooms and Blended Learning,” Hollyhock Fellowship Program (July 2015).

• “Edtech for Math Instruction,” Hollyhock Fellowship Program (July 2015).

• “Edtech for Student-Generated Multimedia Projects,” (Hollyhock Fellowship Program (July 2015).

• “Complimentary Hardware for Teaching, Learning, and Researching with iPads,” Stanford University (February 2015).

• “Teaching and Learning with Lynda.com,” Stanford University (February 2015).

• “iOS and Android Favorites for Education,” Stanford University (November 2014).

• “Social Media for Teaching, Learning, and Professional Development,” Stanford University (October 2014).

• “Leveraging Social Media,” ATXpo (October 2014).

• “Beyond the Hype: Strategies for Successful iPad Programs in Higher Education,” EDUCAUSE (September 2014).

• “Teaching, Learning, and Sharing Student Work in a 100% Paperless Classroom,” ATXpo (September 2014).

• “Creating and Distributing Surveys in Qualtrics,” Stanford University (August 2014).

• “Creating Digital and Multimedia Instructional Resources,” Hollyhock Fellowship Program (July 2014).

• “iPad Apps and Strategies for Teaching and Learning,” Stanford University (May 2014).

• “Creating Digital Course Content,” Stanford University (April 2014).

• “Mobile Application Development and Implementation for Low-Resource Areas,” Stanford University, Learning, Design, and Technology Seminar, Lecturer Karin Forssell (January 2014).

• “Interactive Whiteboards for Displaying Interactive, Real-World Content,” Stanford University (October 2012).

• “Using iPads in the Classroom,” Stanford University (October 2012).

• “Creating and Publishing eBooks,” Stanford University (October 2012).

Learning Management Systems

• "Google Apps, Add-ons, Extensions, Scripts, and Tips for Teaching, Learning, and Organization," Hollyhock Fellowship Program (July 2017)

• "10 Ways to Use Google Drive for Education," Stanford University (February 2016).

• "Google Drive Education 'Add-Ons'; for Assessment and Document Management," Stanford University (October 2015).

• “Google Drive Tools for Managing Student Work and Providing Feedback,” Stanford University (April 2015).

• “Canvas Learning Management System: A Holistic Approach to Migration,” Stanford University Tech Briefing (December 2014).

• “Google Drive, Evernote, and Skitch for Productivity and Collaboration,” Stanford University (September 2014).

Writer

• Soule, S., Levine, P., and Mackenzi, L. (2020). 3 Things Managers Can Do to Confront Microaggressions Head On. Marker.

• Levine, P. (2015). Icebreakers and Discussion Starters with Nearpod and PollEverywhere. Free Technology for Teachers blog.

• Levine, P. (2014-15). Nearpod Blog. Articles covering education use cases and research related to Nearpod's mobile learning platform. Menlo Park, CA.

• Levine, P. (2012-15). Digital Initiatives, a quarterly newsletter covering academic and research technology initiatives, services, and capacities at the Stanford Graduate School of Education. Stanford, CA.

• Levine, P. (2014). Innovations in research: Longitudinal study transitions from paper-and-pencil to mobile. Digital Initiatives: Stanford, CA.

• Levine, P. & Russell, M. (2012). Course Rights in Cyberspace: Ownership Issues in Online Education.  MediaX: Stanford, CA.

• Cavanagh, S., Singh, A. & Levine, P. (2010). Building From Within: Improving the Skills and Credentials of Migrant, Seasonal and American Indian/Alaska Native Head Start Teachers. Academy for Educational Development: Washington, DC.

• Academy for Educational Development (2011). Niños Seguros y Sanos: Curriculum for Staff from Migrant and Seasonal Head Start and Migrant and Community Health Centers. Washington, DC.

• Contributed to: Estacion, A., D'Souza, S., and Bozick, R. (2011). Characteristics of Career Academies in 12 Florida School Districts. (Issues. & Answers Report, REL 2011–No.106). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Education Laboratory Southeast.