Are you looking for tools and strategies to connect with all of your students, proactively plan and execute inclusive and effective approaches to student engagement and learning, and create space for productive discussions in your classes? This course will combine examining research and writing on identity and academic experiences with developing practical and intentional approaches to teaching and course design. Students in this course will gain an expanded toolkit of specific teaching strategies for student engagement and greater confidence addressing challenging issues in the classroom.
Monday, Aug. 31 – Friday, Sept. 4, 9 AM – 3 PM
*The hours per day that the course will meet (online) will be adjusted as the team adapts the course for virtual delivery.
Jennifer Randall Crosby, PhD, Psych One coordinator, Department of Psychology
Audience & Capacity
Open to all graduate students in any discipline, as well as postdoctoral scholars, if space allows. Space is limited to 25.
By participating fully in this course, you will:
- Integrate considerations of student belonging and inclusion into syllabus design, classroom practices, and assessments of student learning
- Apply relevant research in teaching situations, such as work on stereotype threat and cultural mismatch
- Approach difficult classroom conversations and changing social and cultural norms with confidence, openness, and humility
Given the increasing diversity of graduate and undergraduate students, it is crucial to understand the wide variety of identities, concerns, and expectations that students bring into learning spaces such as classrooms, labs, and mentoring relationships. Even in courses that are not explicitly concerned with topics related to identity, existing academic cultures may be structured to make some students feel more welcome than others. Using relevant research and guest experts, we will 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 relevant expertise in the research being discussed, as well as practitioners working directly with students, including staff from CAPS, the Hume Center, and the Office of Inclusion, Belonging, and Intergroup Communication.
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 2019 SGSI course had this to say:
This is an exceptional overview of how to be a fantastic teacher and make your classroom a space for everyone.
It is much more than diversity, you might be surprised in how many different ways this can affect your teaching and learning experience.
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