printer friendly pageEDUC 9: Public Service Internship Preparation (ARTSINST 40, EARTHSYS 9, HUMBIO 9, PUBLPOL 74, URBANST 101)
Are you prepared for your internship this summer? This workshop series will help you make the most of your internship experience by setting learning goals in advance; negotiating and communicating clear roles and expectations; preparing for a professional role in a non-profit, government, or community setting; and reflecting with successful interns and community partners on how to prepare sufficiently ahead of time. You will read, discuss, and hear from guest speakers, as well as develop a learning plan specific to your summer or academic year internship placement. This course is primarily designed for students who have already identified an internship for summer or a later quarter. You are welcome to attend any and all workshops, but must attend the entire series and do the assignments for 1 unit of credit.
Terms: Spr
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Units: 1
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Grading: Satisfactory/No Credit
Instructors:
Chow, V. (PI)
;
Douglas, H. (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, Spr
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Units: 1
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Repeatable for credit
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Grading: Satisfactory/No Credit
Instructors:
McConnell, J. (PI)
EDUC 100C: EAST House Seminar: International Human Rights and Education
This course examines international human rights in theory and practice. The focus is on how education may be seen as both a human rights issue as well as a tool to educate citizens about their human rights. We will discuss basic theories of human rights, investigate education as a human right, and read works that have defined it as such, including human rights documents and declarations. Students taking the class for 2 units will meet an additional hour and have the opportunity to engage with a local education and development organization working in Central America. This course has been designated as a Cardinal Course by the Haas Center for Public Service. Cardinal Courses apply classroom knowledge to pressing social and environmental problems through reciprocal community partnerships. The units received through this course can be used towards the 12-unit requirement for the Cardinal Service transcript notation. (Cardinal Course certified by the Haas Center)
Terms: Spr
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Units: 1-2
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Repeatable for credit
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Grading: Satisfactory/No Credit
Instructors:
Antonio, A. (PI)
EDUC 102: Examining Social Structures, Power, and Educational Access
Goal is to prepare Education and Youth Development fellows for their work with adolescents in the Haas Center's pre-college summer programs and to define their role in addressing educational inequities in the summer programs and beyond.
Terms: Spr
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Units: 2-4
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Repeatable for credit
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Grading: Letter or Credit/No Credit
Instructors:
Garcia, P. (PI)
;
Kim, S. (PI)
EDUC 111: The Young Adult Novel: A Literature For and About Adolescents
For undergraduates considering teaching or working with adolescents, and for those planning to apply to the coterminal program in the Stanford Teacher Education program (STEP). Students work together to define the genre of young adult novels. What they reveal about adolescence in America. How to read and teach young adult literature.
Terms: Spr
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Units: 4
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Grading: Letter or Credit/No Credit
Instructors:
Wolf, J. (PI)
EDUC 118S: Designing Your Stanford (ME 104S)
DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational wayfinding, and innovating college outcomes - all applied through an introduction to Design Thinking. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Admission to be confirmed by email to Axess registered students prior to first class session. DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational wayfinding, and innovating college outcomes - all applied through an introduction to design mindsets and practices. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Additional course information at
http://www.designingyourstanford.org.
Terms: Aut, Win, Spr
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Units: 2
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Grading: Satisfactory/No Credit
EDUC 140: Honors Research
Provides opportunity for research in pursuit of senior honors theses.
Terms: Aut, Win, Spr, Sum
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Units: 1-5
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Repeatable for credit
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Grading: Letter or Credit/No Credit
Instructors:
Alim, H. (PI)
;
Antonio, A. (PI)
;
Ardoin, N. (PI)
;
Aukerman, M. (PI)
;
Ball, A. (PI)
;
Barr, D. (PI)
;
Barron, B. (PI)
;
Bettinger, E. (PI)
;
Blikstein, P. (PI)
;
Boaler, J. (PI)
;
Borko, H. (PI)
;
Bromley, P. (PI)
;
Brown, B. (PI)
;
Callan, E. (PI)
;
Carnoy, M. (PI)
;
Carter, P. (PI)
;
Cohen, G. (PI)
;
Damon, W. (PI)
;
Darling-Hammond, L. (PI)
;
Ehrlich, T. (PI)
;
Garcia, A. (PI)
;
Goldenberg, C. (PI)
;
Goldman, S. (PI)
;
Gordon, L. (PI)
;
Grossman, P. (PI)
;
Gumport, P. (PI)
;
Haertel, E. (PI)
;
Hakuta, K. (PI)
;
Juel, C. (PI)
;
Kelman, A. (PI)
;
Krumboltz, J. (PI)
;
LaFromboise, T. (PI)
;
Labaree, D. (PI)
;
Langer-Osuna, J. (PI)
;
Levine, S. (PI)
;
Lit, I. (PI)
;
Loeb, S. (PI)
;
Lotan, R. (PI)
;
Martinez, R. (PI)
;
McCandliss, B. (PI)
;
McDermott, R. (PI)
;
McFarland, D. (PI)
;
Meyerson, D. (PI)
;
Murata, A. (PI)
;
Murphy-Shigematsu, S. (PI)
;
O'Hara, S. (PI)
;
Obradovic, J. (PI)
;
Osborne, J. (PI)
;
Padilla, A. (PI)
;
Pea, R. (PI)
;
Ramirez, F. (PI)
;
Rogosa, D. (PI)
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Rosa, J. (PI)
;
Schwartz, D. (PI)
;
Shulman, L. (PI)
;
Stevens, M. (PI)
;
Stipek, D. (PI)
;
Valdes, G. (PI)
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Williamson, P. (PI)
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Willinsky, J. (PI)
;
Wineburg, S. (PI)
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Wotipka, C. (PI)
;
reardon, s. (PI)
EDUC 142: Foundational Course in Testing
Examines basic ideas in standardized testing and the implications and consequences of testing (e.g., fairness, accountability, and the testing of diverse populations) from a social, critical perspective.
Terms: Spr
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Units: 2-3
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Grading: Letter or Credit/No Credit
Instructors:
Solano-Flores, G. (PI)
EDUC 148: Critical Perspectives on Teaching and Tutoring English Language Learners
Theoretical foundation for volunteer tutors of English language learners in urban environments working with children in school-based programs or adults in community-based settings.May be repeat for credit.
Terms: Spr
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Units: 1-3
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Repeatable for credit
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Grading: Letter or Credit/No Credit
Instructors:
Valdes, G. (PI)
EDUC 170: Preparation for Independent Public Service Projects
Open only to recipients of the Haas Summer Fellowship, which offers students the opportunity to initiate and carry out an innovative service project in collaboration with a community partner. Goal is to expand upon the work fellows did during the application process with respect to the feasibility and sustainability of their field projects.
Terms: Spr
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Units: 1
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Grading: Satisfactory/No Credit
Instructors:
Chow, V. (PI)
;
Douglas, H. (PI)
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