2014-2015 2015-2016 2016-2017 2017-2018 2018-2019
Browse
by subject...
    Schedule
view...
 

1 - 9 of 9 results for: CTL

CTL 165: Race, Athletics and College Achievement (AFRICAAM 165, CSRE 165)

How does racial group membership affect academic experiences, and how do race and athletic participation intersect with collegiate life? In this class, we will explore the relationships among race, athletic status, and academic experiences, with a focus on social science data and the specific experiences of Stanford students. Readings will draw from psychology, sociology, education, and popular press. This class is a seminar format with no prerequisites.
Terms: Spr | Units: 3 | UG Reqs: WAY-ED | Grading: Letter or Credit/No Credit

CTL 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 | Grading: Letter or Credit/No Credit

CTL 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 | Grading: Satisfactory/No Credit

CTL 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 | Grading: Letter or Credit/No Credit

CTL 53: Working Smarter

Once you get into the school of your dreams, how will you be sure you can succeed there? College coursework often entails work of higher complexity, volume, and intensity than in high school settings, and students need a different set of skills in order to succeed. This class will use research-based practices to help students gain insight into effective learning strategies and will help students gain comfort with college level writing, oral presentations, reading and study skills, note-taking techniques, and time management.
Terms: Sum | Units: 2 | Grading: Satisfactory/No Credit

CTL 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, Spr | Units: 1 | Grading: Satisfactory/No Credit
Instructors: Randazzo, T. (PI)

CTL 231: Preparing for Faculty Careers

For graduate students from all disciplines who are considering a faculty career of any type and at any of a broad range of institutions. Postdoctoral fellows may audit by consent of instructor. 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 | Grading: Satisfactory/No Credit

CTL 297: Teaching and Learning in Higher Education (EDUC 297)

This course is co-taught by Mariatte Denman, Associate Director of the Center on Teaching and Learning. It provides POLS students with an opportunity to focus on teaching and learning along with doctoral 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. Preparing an analytic paper is an alternative for those who do not want to prepare a syllabus module. The course is open not only to POLS students 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: 3-4 | Grading: Letter or Credit/No Credit

CTL 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: Win | Units: 2-3 | Grading: Satisfactory/No Credit
Filter Results:
term offered
updating results...
number of units
updating results...
time offered
updating results...
days
updating results...
UG Requirements (GERs)
updating results...
component
updating results...
career
updating results...
© Stanford University | Terms of Use | Copyright Complaints