printer friendly pageDLCL 302: The Learning and Teaching of Second-Language Literatures
Focuses on the research on advanced level reading and writing in second language contexts with a special focus on upper-level cultural texts. Discussion of second language writing and reading assessment including a writing familiarization workshop. Participants will focus on their cognizant language and literature for the completion of their assignments. Prerequisite:
DLCL 301.
Terms: Aut
| Units: 1-3
Instructors:
Bernhardt-Kamil, E. (PI)
DLCL 303: Language Program Management
Administrative Internship in Language Program Management. Experiences can include, but are not limited to, the following: Shadow faculty and staff in select areas of administration and supervision within the Language Center and DLCL; Placement testing and student advisement; Technology in teaching and learning; Processes for teacher observation and feedback; Procedures in staff supervision and Human Resources; Course scheduling, budgeting, staffing, and searches; Interface with external programs (e.g. BOSP, Bechtel, CTL).
Terms: Win, Sum
| Units: 1-3
Instructors:
Bernhardt-Kamil, E. (PI)
EARTH 218: Communicating Science
For undergraduates and graduate students interested in teaching science in local schools. Inquiry-based science teaching methods. How to communicate scientific knowledge and improve presentations. Six weeks of supervised teaching in a local school classroom. Prerequisite: course in introductory biology, geology, chemistry, or marine sciences.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 6 units total)
Instructors:
Saltzman, J. (PI)
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 213: Introduction to Teaching
Key concepts in teaching and learning; teacher content knowledge and pedagogical content knowledge; student prior knowledge and preconceptions; cognition and metacognition; classroom culture, motivation, and management; teaching diverse populations; comparison of teaching models; analysis of teaching; standards, accountability, and assessment of learning; assessing teaching quality; online learning and teaching.
Terms: Aut
| Units: 3-4
Instructors:
Wischnia, S. (PI)
;
Zielezinski, M. (TA)
EDUC 239: Educating Young STEM Thinkers (EDUC 139, 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: Win, Spr
| Units: 3-5
| Repeatable
4 times
(up to 20 units total)
EDUC 280: Learning & Teaching of Science (PHYSICS 295)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Terms: Spr
| Units: 3
Instructors:
Wieman, C. (PI)
EDUC 290: Instructional Leadership: Building Capacity for Excellent Teaching
This course focuses on the role of leaders in designing, supporting and sustaining excellent teaching. How do leaders create the organizational conditions to focus attention on the technical core of instruction, curriculum and assessment. Course goals: 1) explore a variety of educational leadership approaches, 2) investigate the theory of action underlying these approaches to leadership and consider the implications for instructional practice and 3) develop understanding of the relationship between the leadership approach and the learning environment.
Terms: Spr
| Units: 3-4
Instructors:
Brazer, S. (PI)
EDUC 297: Teaching and Learning in Higher Education (VPTL 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
EDUC 338: Innovations in Education
Each year students in this course explore a new design challenge related to teaching. This year we will focus on creating school models. We welcome graduate students from a wide range of disciples. Admission by application. Please see more information at
http://dschool.stanford.edu.
Terms: Win
| Units: 3-4
Instructors:
Speicher, S. (PI)
;
Wise, S. (PI)
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