Do you want to understand how identity shapes the experiences of teachers and students alike? Do you want strategies for connecting to your students? Do you want to skillfully facilitate productive disagreements in your classes?
This course combines discussions of research and writing on identity with the development of practical, thoughtful responses to real-world classroom challenges. Students will gain greater confidence addressing issues related to identity and an expanded toolkit of specific teaching strategies for student engagement.
Monday, Sept. 9 – Friday, Sept. 13, 9:30 AM – 3:30 PM
(Light breakfast and lunch will be served daily)
Jennifer Randall Crosby, PhD, psych one coordinator, Department of Psychology
Audience & Capacity
Open to all graduate students in any discipline, as well as postdoctoral fellows, if space allows. Space is limited to 25.
By participating fully in this course, you will:
- Apply research relevant to teaching situations, such as work on stereotype threat, implicit bias, cultural mismatch, and growth and fixed mindset
- Integrate considerations of student belonging and inclusion into syllabus design, classroom practices, and assessments of student learning
- Approach difficult classroom conversations and changing social and cultural norms with confidence, openness, and humility
Student and instructor identities play a role in learning experiences in all disciplines and all spaces (classrooms, labs, mentoring, etc.). Even in courses that are not explicitly concerned with topics related to identity, expectations and academic cultures may make some students feel more welcome than others.
Using relevant research and guest experts, we’ll explore how academic learning spaces can be designed to be more inclusive of all students, and how equitable and effective approaches to teaching can be adopted in a variety of settings. Guests will include faculty with expertise in the research under discussion, as well as practitioners working directly with students.
The course is hands-on and experiential - we will engage in a variety of large and small group discussions, and you will also create and refine class materials such as syllabi and assignments for future use.
Participants in the 2018 SGSI course had this to say:
The teachers ‘practiced what they preached’ and showed that they really care about us students.
Readings nicely supported class activities. Group discussions were constructive. Teaching practicum and syllabus design workshop were great. Guest lecturers and discussion panels were informational and inspiring.
This was a really excellent course that took the time to build its own inclusive learning community, responded well to feedback, and dug into challenging and substantial topics. The care and sincerity of the course instructors was really evident. The variety of activities that were largely outside of traditional lecture style really helped me learn.
Additional Course Expectations
- Students will complete roughly 30 minutes of reading in preparation for each class.
- Full attendance is expected.
SUNet ID required to log in; all SGSI correspondence sent to your Stanford email account.
- Understanding principles of teaching & learning
- Using effective instructional strategies
- Leadership & Management
- Personal Development