printer friendly pageEDUC 203A: Tutoring: Seeing a Child through Literacy (EDUC 103A)
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
10 times
(up to 40 units total)
Instructors:
Wilson, J. (PI)
;
LeMahieu, R. (TA)
EDUC 208B: Curriculum Construction
The theories and methods of curriculum development and improvement. Topics: curriculum ideologies, perspectives on design, strategies for diverse learners, and the politics of curriculum construction and implementation. Students develop curriculum plans for use in real settings. Service Learning Course (certified by Haas Center).
Terms: Win
| Units: 3-4
Instructors:
Pope, D. (PI)
EDUC 245: Understanding Racial and Ethnic Identity Development (AFRICAAM 245, CSRE 245)
African American, Native American, Mexican American, and Asian American racial and ethnic identity development; the influence of social, political and psychological forces in shaping the experience of people of color in the U.S. The importance of race in relationship to social identity variables including gender, class, and occupational, generational, and regional identifications. Bi- and multiracial identity status, and types of white racial consciousness.
Terms: Win
| Units: 3-5
Instructors:
LaFromboise, T. (PI)
;
Ruedas-Gracia, N. (TA)
EDUC 281: Technology for Learners
How can we use technology to improve learning? Many hope that technology will make learning easier, faster, or accessible to more learners. This course explores a variety of approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Strong focus on evaluating and designing new tools for specific learners and subjects.nnSpace is limited. Priority is given to master¿s students in Education and to master¿s / upper-level students in Human Computer Interaction.
Terms: Aut
| Units: 3-4
Instructors:
Forssell, K. (PI)
;
Martin, P. (TA)
EDUC 303: Designing Learning Spaces
Project-based. How space shapes personal interactions and affords learning opportunities In formal and informal settings. How to integrate learning principles into the design of spaces and develop a rubric to assess the impact on learning.
Terms: Spr
| Units: 3-4
Instructors:
Forssell, K. (PI)
EDUC 322: Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms (AFRICAAM 130, CSRE 130, EDUC 123)
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
Instructors:
Ball, A. (PI)
EDUC 332: Theory and Practice of Environmental Education
Foundational understanding of the history, theoretical underpinnings, and practice of environmental education as a tool for addressing today's pressing environmental issues. The purpose, design, and implementation of environmental education in formal and nonformal settings with youth and adult audiences. Field trip and community-based project offer opportunities for experiencing and engaging with environmental education initiatives.
Terms: Spr
| Units: 3
Instructors:
Ardoin, N. (PI)
EDUC 337: Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 103B)
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
EE 46: Engineering For Good: Save the World and Have Fun Doing It
Projects that provide immediate and positive impact on the world. Focus is on global health by learning from experts in this field. Students work on real-world projects with help from members of NGOs and social entrepreneurial companies as part of the hand-on learning experience. Prerequisite:
ENGR 40 or
EE 122A or
CS 106B or consent of instructor.
Terms: Spr
| Units: 3
Instructors:
Le, M. (PI)
;
Pokharel, P. (TA)
EMED 125: Social Emergency Medicine and Community Engagement
Stanford Health Advocates and Research in the Emergency Department (SHAR(ED)) is focused on the practical application of and research in social emergency medicine.Emergency Departments (EDs) are the nation's safety nets, for medical as well as social needs. EDs remain the sole access to any medical care for those in need, 24/7, regardless of insurance status. The ED is a unique bridge to the public, and is a compelling site for community partnership, clinical and health services research geared towards impacting population health and policy. Through direct patient contact and community engagement, students help to meet the social needs of ED patients.
Terms: Aut, Win, Spr
| Units: 1
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