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For non-native speakers who must teach in English. Focus is on developing clarity, intelligibility, and effectiveness through weekly presentations simulating actual teaching assistant responsibilities. Enrollment limited to 14. May be repeated once for credit.

For TAs in Energy Resources Engineering. Course and lecture design and preparation; lecturing practice in small groups. Classroom teaching practice in an Energy Resources Engineering course for which the participant is the TA (may be in a later quarter). Taught in collaboration with the Center for Teaching and Learning.

For course assistants (CAs) and tutors in the School of Engineering tutorial and learning program. Interactive training for effective academic assistance. Pedagogy, developing course material, tutoring, and advising. Sources include video, readings, projects, and role playing.

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.

This seminar series focuses on topics related to teaching science, technology, engineering, and math (STEM) courses based on education research. Each year focuses on a different topic related to STEM education. This course may be repeated for credit each year. This year we will explore how to design assessments and give feedback to facilitate student learning through a series of discussions, in-class activities and guest lectures based on current STEM education literature. Throughout the quarter, there will be several opportunities for directly practicing and applying STEM education strategies to specific teaching goals in your field.

Preference to graduate students and senior undergraduates in environmental, natural and social sciences, engineering, journalism. Students help produce and publish SAGE, an eco advice column, by choosing, researching, and answering questions about sustainable living submitted by Stanford alumni and the general public. Prerequisite: admission by application, available from instructor, thayden@stanford.edu. (Meets Earth Systems WIM requirement).

The ability to present your work in a compelling, concise, and engaging manner will enhance your professional career. This course breaks down presentations into their key elements: the opening, body of the talk, closing, slide and poster graphics, Q&A, pacing, pauses, and voice modulation. We use clips from archived talks, slide sets and posters to illustrate the good, the bad, and the ugly. Each participant will use their upcoming conference talk or poster (e.g., AGU, SEG), or upcoming job talk or funding pitch, as their class project. The course will be 40% group meetings and 60% individual coaching. Everyone will come away a more skilled and confident speaker than they were before. Instructor: Ross S. Stein (USGS) nThe course syllabus is the third publication in http://profile.usgs.gov/rstein

Required of first-year History Ph.D. students. Perspectives on pedagogy for historians: course design, lecturing, leading discussion, evaluation of student learning, use of technology in teaching lectures and seminars. Addressing today's classroom: sexual harassment issues, integrating diversity, designing syllabi to include students with disabilities.

Methodology and techniques for teaching languages, using concepts from linguistics and second language acquisition theory and research. Focus is on teaching English, but most principles and techniques applicable to any language. Optional 1-unit seminar in computer-assisted language learning.