1 - 10 of 15 results for: CTL

College-level strategies and skills in time management, reading, speaking, writing, and test preparation. Students explore learning preferences to develop strategies in different academic settings.

This course is designed for frosh approaching the end of year one at Stanford. The goal is to help you think more broadly and more deeply about the remainder of your Stanford undergraduate education, reflecting on what you have learned so far. Weekly meetings will consist of presentations and discussions, emphasizing an integrated approach to making the most of Stanford. The course will include guest lecturers and background readings. Aspects of a student's life that will be discussed include coursework, residential life, personal health and development, extracurricular groups, different types of relationships (friends and close others, teacher-student, advisor-advisee, peer mentoring), community and public service, and career development. The course should build your knowledge of and ability to use the many resources at Stanford designed to assist you in all these areas, as well as connecting you with the experiences of other students, helping you to peer into your own future.

Goal is to help students become effective peer tutors for course material already mastered by articulating aims; developing practical tutoring skills including strategies for drop-in sessions; observing experienced tutors; discussing reading assignments; role playing; and reflecting on experiences as a peer tutor intern. Prerequisite: consent of instructor.

The oral interpretation of literature as performance art and mode of literary analysis. Focus is on contemporary and local expression including topics such as the Spoken Word Collective at Stanford, the ensemble performance of short works of fiction by San Francisco's Word for Word Performing Arts Company, and the storytelling art of Awele Makeba which combines theater, oral history, and music. No performance experience necessary.

Stereotype threat as mitigating the quality of a student's test performance; its impact on academic success at Stanford. How to reduce the impact of stereotype threat on Stanford students.

Literary and performance theories from the late 20th century to the present. The performative link between writing and speech. Students apply theories in critical writings, performances, and intertextual assemblages. How to find and refine one's own voices in writing and vocality.

Special study under lecturer direction, usually leading to a written report or an oral presentation. Prerequisite: consent of instructor.

For teaching assistants in the humanities and humanistic social sciences. Topics include current research on learning and teaching, practice teaching sessions, leading discussions, designing assignments and group activities, grading and feedback practices, and teaching with technology.