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1 - 10 of 108 results for: EDUC ; Currently searching autumn courses. You can expand your search to include all quarters

EDUC 98: Service Learning Practicum

For Alternative Spring Break program leaders. The skills and philosophical framework to develop and lead an ASB experience. May be repeat for credit
Terms: Aut | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit

EDUC 100A: EAST House Seminar: Current Issues and Debates in Education

Education and Society Theme (EAST) House seminar. In autumn quarter, faculty and other scholars from around the University discuss the latest issues, debates, and research in the field of Education. In winter quarter, research and practice pertaining to sex, gender, and education are presented by professionals and scholars. In the spring, the seminar provides an inquiry into the culture at Stanford and one's personal values. Through an examination of these topics, students are able to share and develop their varied interests in educational research, policy, and practice. Notes: Attendance at first class required. Seminar meets in the EAST House Dining Hall located at 554 Governor's Ave. The seminar is open to all students at Stanford with first-priority given to pre-assign residents of EAST House followed by other residents of EAST and all other undergraduates. Graduate students are allowed to enroll on a space-available basis. Visitors/auditors are not allowed. The seminar is required for all pre-assigned residents of EAST House and is repeatable for credit.
Terms: Aut | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: Antonio, A. (PI)

EDUC 101: Introduction to Teaching and Learning

This course is designed to help undergraduates explore career interests in education; it is the core course for the Undergraduate Minor in Education, and fulfills requirements for Honors in Education. The course considers the philosophy, history, politics, professional practice and social structures of teaching in the United States. Students will read and discuss teaching theory and research, participate in learning activities and visit school teaching sites, as well as examine and analyze artifacts and models of teaching.
Terms: Aut | Units: 4 | Grading: Letter (ABCD/NP)
Instructors: Wolf, J. (PI)

EDUC 103A: Tutoring: Seeing a Child through Literacy (EDUC 203A)

Experience tutoring grade school readers in a low income community near Stanford under supervision. Training in tutoring; the role of instruction in developing literacy; challenges facing low income students and those whose first language is not English. How to see school and print through the eyes of a child. Ravenswood Reads tutors encouraged to enroll. Service Learning Course (certified by Haas Center). May be repeated for credit.
Terms: Aut | Units: 3-4 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Scott, R. (PI)

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: Aut | Units: 3-5 | UG Reqs: WAY-ED | Grading: Letter or Credit/No Credit
Instructors: Ball, A. (PI)

EDUC 105: How to learn Mathematics - New ideas from the science of learning (CME 10)

This course will help provide the transition from high school to college learning and encourage the positive ideas and mindsets that shape productive learning. We willnconsider what learning theories have to tell us about mathematics learning, the nature of good teaching and the reasons for ongoing inequities in mathematics learning and participation. This seminar is for those who would like a more positive relationship with mathematics, and are interested in learning about ways to tackle education inequalities. Learning goals: First, it introduces students to theories of learning and in particular the learning of mathematics. Mathematics plays a key role in many students¿ learning identities and is often the cause of low self-esteem and anxiety. Research tells us that this is because mathematics in the US is taught in highly ineffective ways. Indeed there is a large gap between what we know works from research and what happens in most mathematics classrooms. This seminar will give par more »
This course will help provide the transition from high school to college learning and encourage the positive ideas and mindsets that shape productive learning. We willnconsider what learning theories have to tell us about mathematics learning, the nature of good teaching and the reasons for ongoing inequities in mathematics learning and participation. This seminar is for those who would like a more positive relationship with mathematics, and are interested in learning about ways to tackle education inequalities. Learning goals: First, it introduces students to theories of learning and in particular the learning of mathematics. Mathematics plays a key role in many students¿ learning identities and is often the cause of low self-esteem and anxiety. Research tells us that this is because mathematics in the US is taught in highly ineffective ways. Indeed there is a large gap between what we know works from research and what happens in most mathematics classrooms. This seminar will give participants an understanding of ways to relate positively to mathematics, to learn mathematics most productively and some of the learning barriers that often deny students the opportunity to engage with mathematics in productive ways.nSecond, the course will teach students about the inequalities that pervade the education system in the United States. We will examine the barriers to the participation of women and students of color and we will consider why social class and race are both strong predictors of mathematics achievement. It is hoped that students will leave the course with greater knowledge of why mathematics is important - to themselves and to the future of society.nCourse participants will be given the opportunity to take part in a mathematics camp, designed to change the pathways of middle school students, similar to this previous camp: https://www.youcubed.org/solving-math- problem/ and to take part in the work of youcubed.org. if they wish.
Terms: Aut | Units: 1 | Grading: Satisfactory/No Credit
Instructors: Boaler, J. (PI)

EDUC 117: Research and Policy on Postsecondary Access (EDUC 417)

The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Antonio, 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. 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 mindsets and practices. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Additional course information at http://www.designingyourstanford.org.
Terms: Aut, Win, Spr | Units: 2 | Grading: Satisfactory/No Credit

EDUC 123: Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms (AFRICAAM 130, CSRE 130, EDUC 322)

Issues and strategies for studying oral and written discourse as a means for understanding classrooms, students, and teachers, and teaching and learning in educational contexts. The forms and functions of oral and written language in the classroom, emphasizing teacher-student and peer interaction, and student-produced texts. Individual projects utilize discourse analytic techniques.
Terms: Aut | Units: 3-5 | Grading: Letter or Credit/No Credit
Instructors: Ball, A. (PI)

EDUC 139: Educating Young STEM Thinkers (EDUC 239, ME 139, ME 231)

The course introduces students to the design thinking process, the national conversations about the future of STEM careers, and opportunities to work with middle school students and K-12 teachers in STEM-based after-school activities and intercession camps. The course is both theory and practice focused. The purpose is twofold; to provide reflection and mentoring opportunities for students to learn about pathways to STEM careers and to introduce mentoring opportunities with young STEM thinkers.
Terms: Aut | Units: 3-5 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Goldman, S. (PI)
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