printer friendly pageEDUC 340: Psychology and American Indian/Alaska Native Mental Health (NATIVEAM 240, PSYCH 272)
Western medicine's definition of health as the absence of sickness, disease, or pathology; Native American cultures' definition of health as the beauty of physical, spiritual, emotional, and social things, and sickness as something out of balance. Topics include: historical trauma; spirituality and healing; cultural identity; values and acculturation; and individual, school, and community-based interventions. Prerequisite: experience working with American Indian communities.
Last offered: Spring 2023
EDUC 341: Counterstory in Literature and Education (CSRE 141E, EDUC 141, LIFE 124)
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
Last offered: Spring 2022
EDUC 342: Child Development and New Technologies
Focus is on the experiences computing technologies afford children and how these experiences might influence development. Sociocultural theories of development as a conceptual framework for understanding how computing technologies interact with the social ecology of the child and how children actively use technology to meet their own goals. Emphasis is on influences of interactive technology on cognitive development, identity, and social development equity.
Terms: Win
| Units: 3
Instructors:
Barron, B. (PI)
;
Fereday, B. (TA)
EDUC 343A: Navigating the Academic Profession
For DARE doctoral fellows only. The roles and responsibilities of faculty members in American colleges and universities in the 21st century. How to become productive faculty members within the higher education enterprise.
Terms: Aut
| Units: 1-2
Instructors:
Golde, C. (PI)
EDUC 343B: Practicum for fellows in the Stanford Preparing Future Professors Program
Nine weekly one-hour and fifty-minute sessions consisting of discussions of: (1) the previous week's mentoring institutions' shadowing experiences and (2) readings related to session themes.
Terms: Win
| Units: 1-2
Instructors:
Fong, B. (PI)
;
Gumport, P. (PI)
EDUC 343C: Preparing for Faculty Careers (MI 343C)
For graduate students and postdoctoral fellows from all disciplines who are considering a faculty career of any type and at any of a broad range of institutions. Numbers are limited and so whether formally registered (grad students) or attending as auditors (grad students or postdocs), all participants must commit to attending the entire course. Begins with a methodology to help determine if a faculty career is a good fit for the values, interests and abilities of each participant. Progresses to an exploration of different types of faculty roles and different institutional contexts (e.g., tenure-track vs. non-tenure-track; research-intensive vs. teaching-intensive; large vs. small; etc.). Discusses how to identify and land a faculty position. Ends with concrete tips on how to thrive in such a role. May be repeated for credit.
Last offered: Spring 2023
| Repeatable
for credit
EDUC 343D: Preparing for the Faculty Job Search
"Preparing for the Faculty Job Search" is a weekly seminar course. The goals of the course are to increase students' knowledge of the faculty job search. We will work on both written and oral parts of your job search preparation, including CVs, cover letters, research and teaching statements, and the job talk. Experts from across Stanford will present. The course is restricted to participants in the DARE Doctoral Fellowship Program.
Terms: Spr
| Units: 1
Instructors:
Golde, C. (PI)
EDUC 343E: Research, Action, and Impact through Strategic Engagement
This is the core course for the Research, Action, and Impact through Strategic Engagement Doctoral Fellowship Program. Students in this course will learn how to identify and build collaborations with community partners. By the end of the course, students will complete a blueprint for a community engaged project and partnership agreement with an community organization.
Terms: Aut, Win, Spr
| Units: 1-3
Instructors:
Tien, J. (PI)
EDUC 345: Adolescent Development and Schooling
How the context of school and its relationship to other major context developments (family, peer group, and neighborhood) influence the social, emotional, and cognitive development of secondary school-aged youths. Metatheoretical approaches (mechanistic, organismic, developmental contextualist metamodels) and methods of conducting research on schooling and development (laboratory, survey, ethnographic, intervention). Topics: school transitions during adolescence; the role of school functioning in broader patterns of competence or distress; and how the organization of academic tasks, classrooms, and school environments as a whole can influence adolescent development. Focus is on middle and high school years. (PSE)
Last offered: Winter 2019
EDUC 346: Research Seminar in Higher Education
This seminar introduces and elaborates a "pathways" heuristic for studying and improving progress through higher education. Provides an overview of novel computational tools for modeling academic progress; classic and contemporary theoretical insights for theorizing progress; and research nationally and internationally that partakes of the pathways imagery. Students are encouraged to design and/or pursue their own research in seminar, with critical peer review among their colleagues.
Terms: Spr
| Units: 3-5
Instructors:
Stevens, M. (PI)
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