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How do social identities affect how people experience academic interactions? How can learning environments be better structured to support the success of all students? In this class, we will explore how a variety of identities such as race, gender, social class, and athletic participation can affect academic achievement, with the goal of identifying concrete strategies to make learning environments at Stanford and similar universities more inclusive. Readings will draw from psychology, sociology, education, and popular press. This class is a seminar format.

Nine weekly one-hour sessions consisting of discussions of: (1) the previous week's SJSU shadowing experiences and (2) readings related to session themes.

For graduate students and postdoctoral fellows from all disciplines who are considering a faculty career of any type and at any of a broad range of institutions. Numbers are limited and so whether formally registered (grad students) or attending as auditors (grad students or postdocs), all participants must commit to attending the entire course. 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.

(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.

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.

Resilience is the ability to bounce back in the face of life¿s challenges, whether these challenges are getting a poor test grade, breaking-up with a significant other, battling illness, or taking on any number of other tough events. In this course students study insights from the emerging field of resilience to learn about and practice the skills that allow them to bounce back more quickly and effectively from life¿s setbacks. Models of resilience will be presented and students will learn about the cognitive, emotional, and social aspects that allow them to enhance their capacity to rise above life adversity and thrive, even in the midst of tough times.

Examine, understand, and develop emotional and social intelligence (ESI). Presents leading models (Bar-on, Mayer, Salovey, Caruso) of and skills (Goleman) for enhancing emotional and social intelligence. Blends course lecture, discussion, peer coaching, and guided practice to develop theoretical and practical knowledge of ESI. Assess, understand and utilize ESI strengths and mitigate weaknesses in order to enhance stress management and resilience, increase self-other awareness, and increase balanced productivity.

Being wise makes us happier and more successful. Our relationships, bodies, health, school, and work can be either stressful or fulfilling. Wisdom skills are practical and effective in these areas, and you can learn how to apply them sooner rather than later. This course will help you develop wisdom through guided practice in skills such as mindfulness, emotional intelligence, cognitive reframing, humility, empathy, gratitude, and courage. Entertaining video clips, quotes, and jokes will supplement our discussions.

Change behaviors using evidence-based techniques. Addresses habit cycles, procrastination mitigation, productivity enhancement, motivational factors, and addiction and addictive processes (both substances and non-substance related) in changing behavior from maladaptive to adaptive patterns. Draws from neuroscience (Davidson, Siegel) and psychology (Beck, Miller, Rollnick) and employs motivational interviewing, cognitive reframing, peer coaching, and mindfulness meditation models and intervention strategies.