printer friendly pageEDUC 30N: The Science of Diverse Communities (CSRE 30N, PSYCH 30N, SOC 179N)
This course is an exploration. Most generally, its aim is to identify distinguishing features of good diverse communities and articulate them well enough to offer principles or guidelines for how to design and manage such communities - all with a particular focus on educational communities like schools, universities, academic disciplines, etc., but with the hope that such principles might generalize to other kinds of organizations and the broader society. The readings range from those on the origins of human communities and social identities to those on intergroup trust building. They also aim to embed our discussions in the major diversity issues of the day, or example, what's in the news about campus life. Thus the course has a practical purpose: to develop testable ideas for improving the comfort level, fairness and goodness-for-all of identity diverse communities--especially in educational settings. The course also has a basic science purpose: to explore the psychological significa
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This course is an exploration. Most generally, its aim is to identify distinguishing features of good diverse communities and articulate them well enough to offer principles or guidelines for how to design and manage such communities - all with a particular focus on educational communities like schools, universities, academic disciplines, etc., but with the hope that such principles might generalize to other kinds of organizations and the broader society. The readings range from those on the origins of human communities and social identities to those on intergroup trust building. They also aim to embed our discussions in the major diversity issues of the day, or example, what's in the news about campus life. Thus the course has a practical purpose: to develop testable ideas for improving the comfort level, fairness and goodness-for-all of identity diverse communities--especially in educational settings. The course also has a basic science purpose: to explore the psychological significance of community. Is there a psychological need for community? Is there something about a need for community that can't be reduced to other needs, for example, for a gender, racial or sexual-orientation identity? How strong is the need for community against other needs? What kinds of human groupings can satisfy it? In meeting this need, can membership in one community substitute for membership in others? What do people need from communities in order to thrive in them? Do strong diverse communities dampen intergroup biases? Can strong community loyalty mitigate identity tensions within communities? Such questions, the hope is, will help us develop a more systematic understanding of the challenges and opportunities inherent in diverse human communities.
Terms: Aut
| Units: 3
Instructors:
Steele, C. (PI)
EDUC 68: Election 2024: Democracy on the Ballot (COMM 3A, SOC 68)
Join us for an extraordinary journey into the heart of American democracy as we explore critical issues facing our nation in the run-up to the 2024 US elections, the most consequential American elections - for our country and the world - in our lifetime. Led by James Steyer, Adjunct Professor, Stanford Graduate School of Education, and Founder and CEO, Common Sense Media, this captivating speaker series will feature some of America's most prominent leaders in politics, business, foreign policy, academia, and the media.
Terms: Aut
| Units: 1
| Repeatable
1 times
(up to 1 units total)
Instructors:
Steyer, J. (PI)
EDUC 98: Service Learning Practicum
For Alternative Spring Break program leaders. The skills and philosophical framework to develop and lead an ASB experience. May be repeat for credit
Terms: Aut, Win
| Units: 1
| Repeatable
4 times
(up to 4 units total)
Instructors:
Cerneka, P. (PI)
EDUC 101: Introduction to Teaching and Learning
This course is designed to help undergraduates explore career interests in education; it is the core course for the Undergraduate Minor in Education, and fulfills requirements for Honors in Education. The course considers the philosophy, history, politics, professional practice and social structures of teaching in the United States. Students will read and discuss teaching theory and research, participate in learning activities and visit school teaching sites, as well as examine and analyze artifacts and models of teaching.
Terms: Aut
| Units: 4
Instructors:
Wolf, J. (PI)
EDUC 103A: Tutoring: Seeing a Child through Literacy (EDUC 203A)
In this service-learning course, participants experience the world of school and print through the eyes of a child. Enrolled students learn about literacy development and instruction with diverse learners and are prepared to tutor a child in grades K-2. Attendance is required for tutoring two times per week in addition to the weekly class meeting. May be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut
| Units: 3-4
| Repeatable
10 times
(up to 40 units total)
Instructors:
Scott, R. (PI)
;
Silverman, R. (PI)
EDUC 115N: How to Learn Mathematics
What is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms, including a focus on equity. We will spend time investigating cases of teaching and learning, through watching videos and visiting schools. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. If you have had bad math experiences and would like to understand them - and put them behind you - this seminar will be particularly good for you. The final project for this class will involve developing a case of one or more math learners, investigating their journeys in the world of math.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI, GER:DB-SocSci
Instructors:
Boaler, J. (PI)
EDUC 117: Research and Policy on Postsecondary Access (EDUC 417, PUBLPOL 117, PUBLPOL 217A)
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Aut
| Units: 3
Instructors:
Antonio, A. (PI)
EDUC 140: Honors Research
Provides opportunity for research in pursuit of senior honors theses.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
Instructors:
Antonio, A. (PI)
;
Ardoin, N. (PI)
;
Barron, B. (PI)
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Instructors:
Antonio, A. (PI)
;
Ardoin, N. (PI)
;
Barron, B. (PI)
;
Bettinger, E. (PI)
;
Boaler, J. (PI)
;
Borko, H. (PI)
;
Bromley, P. (PI)
;
Brown, B. (PI)
;
Carnoy, M. (PI)
;
Cohen, G. (PI)
;
Damon, W. (PI)
;
Ehrlich, T. (PI)
;
Garcia, A. (PI)
;
Gumport, P. (PI)
;
Haber, N. (PI)
;
Kelman, A. (PI)
;
LaFromboise, T. (PI)
;
Lemons, C. (PI)
;
Levine, S. (PI)
;
Lit, I. (PI)
;
Loeb, S. (PI)
;
Lotan, R. (PI)
;
Martinez, R. (PI)
;
McCandliss, B. (PI)
;
McFarland, D. (PI)
;
Murphy-Shigematsu, S. (PI)
;
Obradovic, J. (PI)
;
Osuna, J. (PI)
;
Padilla, A. (PI)
;
Pea, R. (PI)
;
Ramirez, F. (PI)
;
Rosa, J. (PI)
;
Salehi, S. (PI)
;
Schwartz, D. (PI)
;
Stevens, M. (PI)
;
Williamson, P. (PI)
;
Wineburg, S. (PI)
;
Wotipka, C. (PI)
;
Yeatman, J. (PI)
;
reardon, s. (PI)
EDUC 142: Foundational Course in Testing
This course explores basic concepts in testing. It examines testing purposes, test item formats, types of knowledge assessed, and factors that may affect the education process and different educational outcomes. The course also includes a discussion of testing in two contexts: large-scale and the classroom. Students write a final paper focusing on one of these two contexts.
Terms: Aut
| Units: 2-3
Instructors:
Ruiz-Primo, M. (PI)
EDUC 152Q: Improving Inclusive Higher Education: Students with Down Syndrome at Stanford?
Students with Down syndrome (DS) have an extra copy of the 21st chromosome. This impacts many aspects of their lives, including commonly being identified as individuals with intellectual and developmental disability (IDD). Historically, individuals with DS and other IDDs have been excluded from higher education. However, as our society continues to evolve in inclusivity and equity, organizations like Think College (
https://thinkcollege.net/) continue to push our understanding of possibilities. The goal of this IntroSem is to deepen knowledge related to how to successfully include individuals with IDD in college settings and to provide guidance and advocacy to establish a vibrant, impactful, inclusive college program for individuals with DS and IDD at Stanford. We will explore research focused on supporting individuals with IDD as they transition into the post-secondary world-specifically we will focus on effective strategies to support students with IDD in inclusive courses and we wil
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Students with Down syndrome (DS) have an extra copy of the 21st chromosome. This impacts many aspects of their lives, including commonly being identified as individuals with intellectual and developmental disability (IDD). Historically, individuals with DS and other IDDs have been excluded from higher education. However, as our society continues to evolve in inclusivity and equity, organizations like Think College (
https://thinkcollege.net/) continue to push our understanding of possibilities. The goal of this IntroSem is to deepen knowledge related to how to successfully include individuals with IDD in college settings and to provide guidance and advocacy to establish a vibrant, impactful, inclusive college program for individuals with DS and IDD at Stanford. We will explore research focused on supporting individuals with IDD as they transition into the post-secondary world-specifically we will focus on effective strategies to support students with IDD in inclusive courses and we will explore and design training, guidance, and coaching for faculty members who teach these courses. You will conduct an independent or small group research project in which you will investigate how one model post-secondary program at an institute of higher education provides support to students and faculty in inclusive courses. This project will involve program review and interviews with students and faculty at successful post-secondary programs. We will complete the quarter by designing training, guidance, and coaching support to guide Stanford's efforts to establish a world-class post-secondary program that will enhance the lives of individuals with DS and IDD. You will be invited to serve on the Stanford Down Syndrome Research Center's Post-Secondary Program Advisory Council following successful completion of the course. Enroll if you are interested in playing a key role in transforming Stanford into a model of high-quality inclusive higher education.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI, WAY-EDP
Instructors:
Lemons, C. (PI)
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