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1 - 4 of 4 results for: VPTL

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.
Last offered: Summer 2017

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 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.
Last offered: Winter 2017

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
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