Tuesday, Sept. 7 – Friday, Sept. 10, 9 AM – 3 PM
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.
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 32.
By participating fully in this course, you will:
- Integrate considerations of student belonging and inclusion into classroom practices and the design of syllabus components, such as assignments and assessments
- Apply relevant research in teaching situations, such as work on stereotype threat and cultural mismatch
- Assess and learn from student course experiences to inform and improve teaching practices
- 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.
This 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 activities and assignments for future use.
Participants in the 2020 SGSI course had this to say:
I would recommend this course to every graduate student who plans to TA at least one course.
This class was phenomenal for quelling my fears of teaching and introducing me to values that I didn't even know I held about teaching and learning.
The guest speakers were phenomenal, I learned a lot from their experiences and perspectives. I also really enjoyed the more informal breakout room conversations and learned a lot from my fellow students as well.
It was so encouraging to speak to groups of other people who are similarly invested and have had similar thoughts on some of these issues as me as well as some experts who could teach me new things - I am leaving this class with a greater sense of purpose and direction with contributions I can make to academic learning and culture, and a greater awareness of the impacts different aspects of it have on the people around me.
Additional Course Expectations
- Students will complete roughly 30 minutes of short readings and/or assignments in preparation for each course meeting
- Full attendance is expected
SUNet ID required to log in; all SGSI correspondence sent to your Stanford email account.