Results for CTL

College-level strategies and skills in time management, reading, speaking, writing, and test preparation. Students explore learning preferences to develop strategies in different academic settings.

Goal is to help students become effective peer tutors for course material already mastered by articulating aims; developing practical tutoring skills including strategies for drop-in sessions; observing experienced tutors; discussing reading assignments; role playing; and reflecting on experiences as a peer tutor intern. Prerequisite: consent of instructor.

Special study under lecturer direction, usually leading to a written report or an oral presentation. Prerequisite: consent of instructor.

Nine weekly one-hour sessions consisting of discussions of: (1) the previous week's SJSU shadowing experiences and (2) readings related to session themes.

For graduate students from all disciplines who are considering faculty careers. Postdoctoral fellows, TGR students, and research/clinical trainees may audit by consent of instructor. Explores the broad spectrum of duties and opportunities presented through faculty positions beyond the research-related aspects. Develops awareness of resources and skills that lead to faculty success; answers field-specific and related faculty job questions through discussions with representatives of a variety of academic institutions and fellow course participants. Topics include: finding and obtaining faculty positions, negotiating and navigating the first year, and working toward tenure. May be repeated for credit.

Open to master's and doctoral students in all disciplines. How teachers can promote lasting learning and ask which pedagogies are most effective in today's college classrooms. Readings analyze teaching and learning in diverse disciplines and institutional types. Students observe the instruction of a Stanford master teacher. Students write a paper about the instruction of the teacher they observe or prepare a syllabus and commentary for a course of their design.

Special study under lecturer direction, usually leading to a written report or an oral presentation. Prerequisite: consent of instructor.

For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course materials. Topics include syllabus design, course content and format decisions, assessment planning and grading, and strategies for teaching improvement.

This course is designed for frosh approaching the end of year one at Stanford. The goal is to help you think more broadly and more deeply about the remainder of your Stanford undergraduate education, reflecting on what you have learned so far. Weekly meetings will consist of presentations and discussions, emphasizing an integrated approach to making the most of Stanford. The course will include guest lecturers and background readings. Aspects of a student's life that will be discussed include coursework, residential life, personal health and development, extracurricular groups, different types of relationships (friends and close others, teacher-student, advisor-advisee, peer mentoring), community and public service, and career development. The course should build your knowledge of and ability to use the many resources at Stanford designed to assist you in all these areas, as well as connecting you with the experiences of other students, helping you to peer into your own future.

The oral interpretation of literature as performance art and mode of literary analysis. Focus is on contemporary and local expression including topics such as the Spoken Word Collective at Stanford, the ensemble performance of short works of fiction by San Francisco's Word for Word Performing Arts Company, and the storytelling art of Awele Makeba which combines theater, oral history, and music. No performance experience necessary.

Stereotype threat as mitigating the quality of a student's test performance; its impact on academic success at Stanford. How to reduce the impact of stereotype threat on Stanford students.

Literary and performance theories from the late 20th century to the present. The performative link between writing and speech. Students apply theories in critical writings, performances, and intertextual assemblages. How to find and refine one's own voices in writing and vocality.

For teaching assistants in the humanities and humanistic social sciences. Topics include current research on learning and teaching, practice teaching sessions, leading discussions, designing assignments and group activities, grading and feedback practices, and teaching with technology.

Teaching and academic career topics from CTL's workshops series. Documented participation in a minimum of 10 hours required for credit. Offerings vary quarterly. See http://ctl.stanford.edu for current information. May be repeated for credit. Prerequisite: consent of instructor.

Knowledge, skills, and hands-on training to mentor undergraduate research assistants and to impact relationships with your own mentors and advisers. Topics include communication and project management skills, different learning styles, and cultural, ethnic and socioeconomic diversity. Case studies, scenarios, and small group activities. Five weeks.