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121 - 130 of 290 results for: VPGE::* ; Currently searching offered courses. You can also include unoffered courses

EDUC 343C: Preparing for Faculty Careers

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.
Terms: Spr | Units: 1 | Repeatable for credit

EDUC 347: The Economics of Higher Education

(Same as GSBGEN 348) Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload; costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.
Terms: Aut | Units: 3-4

EDUC 355: Higher Education and Society

For undergraduates and graduate students interested in what colleges and universities do, and what society expects of them. The relationship between higher education and society in the U.S. from a sociological perspective. The nature of reform and conflict in colleges and universities, and tensions in the design of higher education systems and organizations.
Terms: Spr | Units: 3
Instructors: Gumport, P. (PI)

EDUC 366: Learning in Formal and Informal Environments

How learning opportunities are organized in schools and non-school settings including museums, after-school clubs, community art centers, theater groups, aquariums, sports teams, and new media contexts. Sociocultural theories of development as a conceptual framework. Readings from empirical journals, web publications, and books.Collaborative written or multimedia research project in which students observe and document a non-school learning environment.
Terms: Win | Units: 3
Instructors: Barron, B. (PI)

EDUC 371: Social Psychology and Social Change (PSYCH 265)

The course is intended as an exploration of the major ideas, theories, and findings of social psychology and their applied status. Special attention will be given to historical issues, classic experiments, and seminal theories, and their implications for topics relevant to education. Contemporary research will also be discussed. Advanced undergraduates and graduate students from other disciplines are welcome, but priority for enrollment will be given to graduate students. In order to foster a vibrant, discussion-based class, enrollment will be capped at 20 students. Interested students should enroll in the class through simple enroll or axess. There will be an application process on the first day of class if there is overwhelming interest. Please contact the course TA, Isabelle Tay (isabelletay[at]stanford.edu), if you have any further questions.
Terms: Aut, Win | Units: 2-3
Instructors: Cohen, G. (PI)

EDUC 374: Philanthropy and Civil Society (POLISCI 334, SOC 374)

Cross-listed with Law ( LAW 7071), Political Science ( POLISCI 334) and Sociology ( SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit (up to 297 units total)

EDUC 377B: Impact: Strategic Leadership of Nonprofit Organizations and Social Ventures

(Same as STRAMGT 368). This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of nonprofit organizations and their executive and board leaders, in the era of venture philanthropy and social entrepreneurship. The students will also be introduced to core managerial issues uniquely defined by this sector such as development/fundraising, investment management, performance management and nonprofit finance. The course also provides an overview of the sector, including its history and economics. Cases involve a range of nonprofits, from smaller, social entrepreneurial to larger, more traditional organizations, including education, social service, environment, health care, religion, NGO's and performing arts. In exploring these issues, this course reinforces the frameworks and concepts of strategic management introduced in the core first year courses. In addition to case discussions, the course employs role plays, study group exercises and many outsider speakers.
Terms: Aut | Units: 3
Instructors: Jonker, K. (PI)

EDUC 377F: Disruptions in Education

(Same as GSBGEN 345). This course will explore the contemporary higher education industry, focusing especially on the places where disruptions of all kinds present significant opportunities and challenges for investors, entrepreneurs, and the businesses that serve this huge global market, as well as for faculty, students, and higher education administrators. Using a variety of readings and case studies to better understand recent disruptions and the unbundling occurring across the post-secondary landscape, from outside and inside the academy, both for-profit and non-profit, the course will examine technology in teaching and learning; the future of the degree and alternatives to the traditional credential; accreditation; competency based education; debt and education financing models; investing in the education space; and tertiary products and platforms that serve the student services market. Guests will include higher education leaders and practitioners, as well as investors and entrepreneurs. Attendance at first class meeting is required.
Terms: Win | Units: 3

EDUC 377G: Problem Solving for Social Change

(Also GSBGEN 367). Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems -- such as improving educational and health outcomes, conserving energy, and reducing global poverty -- which call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles through problems and case studies drawn from nonprofit organizations, for-profit social enterprises, and governments. Topics include designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing individuals' and organizations' behavior, ranging from incentives and penalties to "nudges;" human-centered design; corporate social responsibility; and pay-for-success programs. We will apply these concepts and tools to address an actual social problem facing Stanford University. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's and Mark Wolfson's course, Strategic Philanthropy and Impact Investing ( GSBGEN 319), which has a different focus from this one.)
Terms: Aut | Units: 3
Instructors: Brest, P. (PI)

EDUC 377H: Diverse Leadership as an Imperative for Impact

(Same as GSBGEN 377). Our society implicitly prizes a particular approach to leadership - but today's cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership. In this course, we will: (1) study a range of effective leadership approaches; (2) develop broad, transportable skills and frameworks required to lead in any complex setting - business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include: How does the context shape the solution set? What does inspired and inspiring l more »
(Same as GSBGEN 377). Our society implicitly prizes a particular approach to leadership - but today's cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership. In this course, we will: (1) study a range of effective leadership approaches; (2) develop broad, transportable skills and frameworks required to lead in any complex setting - business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include: How does the context shape the solution set? What does inspired and inspiring leadership look like? How do race/gender/other identities enter into the equation? How do I develop my own brand of leadership? We will examine contemporary leaders and controversies in education and elsewhere, draw upon timeless historical thinkers, enjoy the wisdom of guest speakers, and work intensively in small groups to highlight challenges, opportunities, and tradeoffs. By exploring a range of approaches and situations, we will strive for deeper understanding of ourselves and of the context to become a more capable, empathetic and effective leaders.
Terms: Spr | Units: 3
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