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.

Workshop focusing on exercises designed to help foreign students improve their articulation and delivery in English. Work includes breath, sound, enunciation, melody, and colloquialism.

Focus is on breath, voice production, expansion of vocal range and stamina, and clarity of articulation. Geared toward public speaking including presentations, lectures, and job talks. May be taken in conjunction with CTL 117.

The principles and practice of effective oral communication. Through formal and informal speaking activities, students develop skills framing and articulating ideas through speech. Strategies for speaking extemporaneously, preparing and delivering multimedia presentations, formulating persuasive arguments, refining critical clarity of thought, and enhancing general facility and confidence in oral self-expression.

A practical approach to the art of public speaking. Emphasis is on developing skills in speech types including impromptu, personal experience, interviewing, demonstration, persuasive, and special occasion. Materials include videotape, texts of famous speeches, and a final dinner program of speeches. Students evaluate presentations by others. $55 materials fee.

Seminar. For students with a strong background in public speaking who wish to train as public speaking tutors for CTL's Oral Communication Program. Readings, exercises, and supervised teaching refine speaking skills. Preparation to serve as a peer tutor in a variety of academic disciplines. Prerequisite: application and consent of instructor.

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.

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.

Speech as action has long been seen as essential to leadership. Theories and examples of oratory, from Aristotle to George W. Bush, assessing each as model of voice-activated authority. The impact of mass media technologies as they transform the public space of oratory.

Persuasion is the act of influencing others to see, feel, think, believe, and/or act in a way that is consistent with what the speaker or sender advocates. Persuasion seeks to engender power, and how that power is used can vary widely. How to effectively persuade others in interpersonal, family, workplace, and public spheres. How to be astute consumers of persuasive messages, including those from other individuals and from public sources such as media, advertising, and politics. In-class exercises and speeches to assist participants in developing and executing persuasive skills.

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

Focus is on breath, voice production, expansion of vocal range and stamina, and clarity of articulation. Geared toward public speaking including presentations, lectures, and job talks. May be taken in conjunction with CTL 117.

The principles and practice of effective oral communication. Through formal and informal speaking activities, students develop skills framing and articulating ideas through speech. Strategies for speaking extemporaneously, preparing and delivering multimedia presentations, formulating persuasive arguments, refining critical clarity of thought, and enhancing general facility and confidence in oral self-expression.

Graduate student speaking activities such as teaching (delivering lectures, guiding discussion, and facilitating small groups), professional presentations and conference papers, and preparing for oral exams and defenses. In-class projects, discussion, and individual evaluation assist students in developing effective techniques for improving oral communication skills.

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.

For graduate students in the humanities interested in an academic career. Topics include latest research on teaching and learning, effective humanities teaching practices, designing courses and assignments, writing a teaching statement, disciplinary and interdisciplinary teaching, teaching with technology, and research on early career faculty.

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.

Persuasion is the act of influencing others to see, feel, think, believe, and/or act in a way that is consistent with what the speaker or sender advocates. Persuasion seeks to engender power, and how that power is used can vary widely. How to effectively persuade others in interpersonal, family, workplace, and public spheres. How to be astute consumers of persuasive messages, including those from other individuals and from public sources such as media, advertising, and politics. In-class exercises and speeches to assist participants in developing and executing persuasive skills.

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 courses at the undergraduate or graduate level. Goal is to apply research on science 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.

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.

Private tours of some of Stanford's greatest resources led by Stanford experts; students interview the experts and introduce them to the class at the site. One hour of class discussion per week. Tours may include Jasper Ridge Biological Reserve, Memorial Church, Special Collections, and the Martin Luther King, Jr., Papers Project.

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.

Communication effectiveness in the contexts of dyads, the workplace, family, and society. Listening, conflict resolution, leadership, power and its implementation, group dynamics, emotions, and cultural influences on interactions. Sources include readings videos/DVDs, role playing, interviews, individual and group presentations, and group exercises.

Techniques of effective oral presentation and strategies for reducing speech anxiety and enhancing self-confidence and enjoyment.

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.

Communication effectiveness in the contexts of dyads, the workplace, family, and society. Listening, conflict resolution, leadership, power and its implementation, group dynamics, emotions, and cultural influences on interactions. Sources include readings videos/DVDs, role playing, interviews, individual and group presentations, and group exercises.