VPTL 53: Working Smarter
Once you get into the school of your dreams, how will you be sure you can succeed there? The level of organization and study skills necessary for college success are often very different than in high school settings. This class will use research-based practices to help students gain insight into effective learning strategies and approaches to time management, while honing skills in reading, studying, writing, discussion, and oral presentation. This class is appropriate for students who wish to prepare for college, as well as for those already in college who wish to revisit and expand their set of strategies for successful learning.
Terms: Sum
| Units: 2
Instructors:
Randazzo, T. (PI)
VPTL 120: Peer Tutor Training
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.
Terms: Aut
| Units: 1
Instructors:
Randazzo, T. (PI)
VPTL 165: Identity and Academic Achievement (AFRICAAM 165, CSRE 165)
How do social identities affect how people experience academic interactions? How can learning environments be better structured to support the success of all students? In this class, we will explore how a variety of identities such as race, gender, social class, and athletic participation can affect academic achievement, with the goal of identifying concrete strategies to make learning environments at Stanford and similar universities more inclusive. Readings will draw from psychology, sociology, education, and popular press. This class is a seminar format.
Terms: Spr
| Units: 3
Instructors:
Crosby, J. (PI)
VPTL 199: Independent Study
Special study under lecturer direction, usually leading to a written report or an oral presentation. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
VPTL 221: Practicum for fellows in the Stanford-SJSU Preparing Future Professors Program
Nine weekly one-hour sessions consisting of discussions of: (1) the previous week's SJSU shadowing experiences and (2) readings related to session themes.
Terms: Win
| Units: 1
Instructors:
Reis, R. (PI)
VPTL 231: Preparing for Faculty Careers
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.
Terms: Spr
| Units: 1
| Repeatable
for credit
Instructors:
Boothroyd, J. (PI)
VPTL 297: Teaching and Learning in Higher Education (EDUC 297)
(Same as
LAW 303) This course is co-taught by Tom Ehrlich, GSE, and Mariatte Denman, Office of the Vice Provost for Teaching & Learning. It provides doctoral and masters students with an opportunity to focus on teaching and learning along with graduate students from many disciplines throughout the university. Students watch and interview master teachers at Stanford, prepare a syllabus module for a workshop or class they might teach, and learn a range of effective pedagogical methods. The course is open not only to masters students and doctoral students from all schools who expect to work in higher education, but also to students interested in K-12 education, and they may develop a teaching module for use in those schools.
Terms: Win
| Units: 1-4
VPTL 299: Independent Study
Special study under lecturer direction, usually leading to a written report or an oral presentation. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
for credit
VPTL 312: Science and Engineering Course Design (ENGR 312)
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.
Terms: Aut
| Units: 2-3
Instructors:
Sheppard, S. (PI)
;
Trujillo, G. (PI)
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