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1 - 10 of 104 results for: EDUC ; Currently searching spring courses. You can expand your search to include all quarters

EDUC 9: Public Service Internship Preparation (ARTSINST 40, EARTHSYS 9, HUMBIO 9, PUBLPOL 74, URBANST 101)

Are you prepared for your internship this summer? This workshop series will help you make the most of your internship experience by setting learning goals in advance; negotiating and communicating clear roles and expectations; preparing for a professional role in a non-profit, government, or community setting; and reflecting with successful interns and community partners on how to prepare sufficiently ahead of time. You will read, discuss, and hear from guest speakers, as well as develop a learning plan specific to your summer or academic year internship placement. This course is primarily designed for students who have already identified an internship for summer or a later quarter. You are welcome to attend any and all workshops, but must attend the entire series and do the assignments for 1 unit of credit.
Terms: Spr | Units: 1 | Grading: Satisfactory/No Credit

EDUC 100C: EAST House Seminar: The Culture of "Success"

The American educational system revolves around success - but what exactly does "success" mean and who gets to define it? The word "success" comes from Latin successus, meaning "an advance or good result," and the verb succedere, "to come after" (chronologically). Now people use the word to refer to (a) the accomplishment of an aim, (b) the attainment of popularity or profit, or (c) a person or thing that achieves desired aims or attains prosperity. In this seminar, we will trace the meaning of the word "success" through history, politics, and culture - straight into your lives as Stanford students. What are mainstream notions of "success" and "failure" in the educational system today? Who or what creates these categories and assigns people to them? What are the consequences of these categories for our everyday lives? What do "success" and "failure" mean to you, your culture and your communities? Through discussion, reading, creative writing and reflection, we will interrogate "success" and "failure" from a variety of angles. You will develop a deeper understanding of the various ways that these words are used, and you will be asked to develop your own personal, cultural and communal definitions.
Terms: Spr | Units: 1-2 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: Antonio, A. (PI)

EDUC 102: Examining Social Structures, Power, and Educational Access

Goal is to prepare Education and Youth Development fellows for their work with adolescents in the Haas Center's pre-college summer programs and to define their role in addressing educational inequities in the summer programs and beyond.
Terms: Spr | Units: 2-3 | Repeatable for credit | Grading: Letter or Credit/No Credit

EDUC 103B: Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 337)

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-ED | Grading: Letter or Credit/No Credit
Instructors: Ball, A. (PI)

EDUC 111: The Young Adult Novel: A Literature For and About Adolescents

For undergraduates considering teaching or working with adolescents, and for those planning to apply to the coterminal program in the Stanford Teacher Education program (STEP). Students work together to define the genre of young adult novels. What they reveal about adolescence in America. How to read and teach young adult literature.
Terms: Spr | Units: 4 | Grading: Letter or Credit/No Credit
Instructors: Wolf, J. (PI)

EDUC 112: Urban Education (AFRICAAM 112, CSRE 112X, EDUC 212, SOC 129X, SOC 229X)

(Graduate students register for EDUC 212 or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr | Units: 3-4 | UG Reqs: GER:DB-SocSci, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: Ball, A. (PI)

EDUC 118S: Designing Your Stanford (ME 104S)

DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational wayfinding, and innovating college outcomes - all applied through an introduction to Design Thinking. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Admission to be confirmed by email to Axess registered students prior to first class session.
Terms: Aut, Win, Spr | Units: 2 | Grading: Satisfactory/No Credit

EDUC 140: Honors Research

Provides opportunity for research in pursuit of senior honors theses.
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable for credit | Grading: Letter or Credit/No Credit

EDUC 171: Preschool Counts: Engaging Young Children in Math

Restricted to students who participate in a service learning program focused on early math learning. Training for activities in preschool classrooms. Focus is on the teaching of math to young children, but also includes background on issues related to young children's cognitive, language, and social development; classroom management; cultural diversity; and early childhood education programs. May be repeated for credit.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit | Grading: Letter or Credit/No Credit
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