Teaching & Mentoring Courses

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

For Ph.D. students in their first or second year who are or are about to be teaching assistants for the department. May be repeated for credit.

Required of all teaching assistants in Chemistry. Techniques of teaching chemistry by means of lectures and labs.

Required of CEE Ph.D. students. Strategies for effective teaching and introduction to engineering pedagogy. Topics: problem solving techniques and learning styles, individual and group instruction, the role of TAs, balancing other demands, grading. Teaching exercises. Register for quarter of teaching assistantship: 200A. Aut; 200B. Win; 200C. Spr

Required of CEE Ph.D. students. Strategies for effective teaching and introduction to engineering pedagogy. Topics: problem solving techniques and learning styles, individual and group instruction, the role of TAs, balancing other demands, grading. Teaching exercises. Register for quarter of teaching assistantship. May be repeated for credit. 200A. Aut, 200B. Win ...

Required of CEE Ph.D. students. Strategies for effective teaching and introduction to engineering pedagogy. Topics: problem solving techniques and learning styles, individual and group instruction, the role of TAs, balancing other demands, grading. Teaching exercises. Register for quarter of teaching assistantship. May be repeated for credit. 200A. Aut, 200B. Win ...

Weekly seminar/discussions on interactive techniques for teaching physics. Practicum which includes class observations, grading, and student teaching in current courses. Required of all Teaching Assistants prior to the first teaching assignment. Mandatory attendance at weekly in-class sessions during the first 5 weeks of the quarter; mandatory successful completion of all ...

Open to upper-division undergraduates and graduate students. Practical supervised teaching experience in a biology or lecture course. Training often includes attending lectures, initiating and planning discussion sections, and assisting in the preparation of course materials. May be repeated for credit. Prerequisite: consent of instructor.

Open to upper-division undergraduates and graduate students. Practical, supervised teaching experience in a biology lab or lecture course. Training often includes attending lectures, initiating and planning discussion sections, and assisting in the preparation course materials. May be repeated for credit.nPrerequisite: consent of instructor.

This seminar will help prepare you for your role as a university teacher both at a practical and a theoretical level. We will focus on how to best obtain (and keep) a new academic position. We will thus often work together on "nuts and bolts" issues such as syllabus design ...

This course, designed for graduate students in the humanities and education, explores approaches to teaching the humanities at both the secondary and collegiate levels, with a focus on the teaching of text, and how the humanities can help students develop the ability to read and think critically. The course explores ...

How can we use technology to improve learning? Many hope that technology will make learning easier, faster, or accessible to more learners. This course explores a variety of approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Strong focus on evaluating new ...

Goal is to prepare for the ethical problems teachers confront in their professional lives. Skills of ethical reasoning, familiarity with ethical concepts, and how to apply these skills and concepts in the analysis of case studies. Topics: ethical responsibility in teaching, freedom of speech and academic freedom, equality and difference ...

This course approaches the teaching of second languages from a learning perspective. In other words, it eschews the traditional focus on teaching methods and emphasizes instructional decision-making within the context of learners intellectual and linguistic development. The course is designed to prepare language instructors to teach languages at the beginning ...

This course is a follow-up to The Learning and Teaching of Second Languages (DLCL 301) and is structured to reflect the needs and challenges of students and teachers embarking on courses at the late second-year level and beyond. Participants will focus on a language and literary area within a chosen ...

In our new media ecology, has affinity for social media and multitasking become addictive? Detrimental to learning and well-being? What can we learn from studies in the developmental cognitive sciences and cognitive neurosciences of reward, attention, memory & learning, motivation, stress, and self-regulation for tackling the behavioral design problems we ...

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 problem-based learning in STEM courses ...

Studio teaching is a practice that dates back to the apprentice days of art studios. In this course, you will learn to teach project based classes that include critique. We will also cover effective coaching, design of projects and exercises, and curating material in order to maximize the effectiveness of ...

Contents of the course change each year. The course can be repeated. In game play, core mechanics refers to the rules of interaction that drive the game forward. This class will consider whether there are core mechanics that can drive learning forward, and if so, how to build them into ...

Note: for first-year Sociology Doctoral Students only. This class will prepare you to teach Stanford students in your role as a TA or instructor. It rests on the idea that teaching is both an art to learn and cultivate, and a source of great joy and personal meaning during your ...