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1 - 10 of 95 results for: EDUC ; Currently searching winter courses. You can expand your search to include all quarters

EDUC 100B: EAST House Seminar: Current Issues and Debates in Education (FEMGEN 107B)

Education and Society Theme (EAST) House seminar. In autumn quarter, faculty and other scholars from around the University discuss the latest issues, debates, and research in the field of Education. In winter quarter, research and practice pertaining to sex, gender, and education are presented by professionals and scholars. In the spring, the seminar provides an inquiry into the culture at Stanford and one's personal values. Through an examination of these topics, students are able to share and develop their varied interests in educational research, policy, and practice. Notes: Attendance at first class required. Seminar meets in the EAST House Dining Hall located at 554 Governor's Ave. The seminar is open to all students at Stanford with first-priority given to pre-assign residents of EAST House followed by other residents of EAST and all other undergraduates. Graduate students are allowed to enroll on a space-available basis. Visitors/auditors are not allowed. The seminar is required for all pre-assigned residents of EAST House and is repeatable for credit.
Terms: Win | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: Wotipka, C. (PI)

EDUC 104: Introduction to the Profession of Teaching

This course explores the profession of teaching through an internship in a local elementary or high school classroom. Students will observe and assist instruction for four hours per week. In class, students will read, discuss, and respond to theory and research related to teaching. The course is open to all undergraduates with an interest in the teaching profession; and it may be especially useful for students who are considering entering the profession of teaching and wish to spend time in a classroom. No prior experience in teaching is required.
Terms: Win | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Johnson, E. (PI)

EDUC 114N: Growing Up Bilingual (CHILATST 14N, CSRE 14N)

This course is a Freshman Introductory Seminar that has as its purpose introducing students to the sociolinguistic study of bilingualism by focusing on bilingual communities in this country and on bilingual individuals who use two languages in their everyday lives. Much attention is given to the history, significance, and consequences of language contact in the United States. The course focuses on the experiences of long-term US minority populations as well as that of recent immigrants.
Terms: Win | Units: 3 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Valdes, G. (PI)

EDUC 115N: How to Learn Mathematics

What is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms, including a focus on equity. We will spend time investigating cases of teaching and learning, through watching videos and visiting schools. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. If you have had bad math experiences and would like to understand them ¿ and put them behind you ¿ this seminar will be particularly good for you. The final project for this class will involve developing a case of one or more math learners, investigating their journeys in the world of math.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Boaler, J. (PI)

EDUC 118S: Designing Your Stanford (ME 104S)

DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational wayfinding, and innovating college outcomes - all applied through an introduction to Design Thinking. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Admission to be confirmed by email to Axess registered students prior to first class session. More information at www.designingyourstanford.org.
Terms: Aut, Win, Spr | Units: 2 | Grading: Satisfactory/No Credit

EDUC 120C: Education and Society (EDUC 220C, SOC 130, SOC 230)

The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-SocSci | Grading: Letter or Credit/No Credit
Instructors: Bromley, P. (PI)

EDUC 126A: Introduction to Public Service Leadership

Offered through the Haas Center for Public Service. A foundation and vision for a future of public service leadership. Students identify personal values and assess strengths as leaders. The ethics of public service and leadership theory.
Terms: Win | Units: 1-2 | Grading: Letter or Credit/No Credit
Instructors: Lobo, K. (PI)

EDUC 130: Introduction to Counseling

The goal of counseling is to help others to create more satisfying lives for themselves. Clients learn to create and capitalize on unexpected events to open up new opportunities. The success of counseling is judged, not by the words and actions of the counselor, but by the progress that the client makes in the real world after counseling itself is ended. Students are encouraged to exert their full efforts within reasonable time limits to improve their competence.
Terms: Win | Units: 3 | Grading: Letter or Credit/No Credit

EDUC 136: World, Societal, and Educational Change: Comparative Perspectives (EDUC 306D, SOC 231)

Theoretical perspectives and empirical studies on the structural and cultural sources of educational expansion and differentiation, and on the cultural and structural consequences of educational institutionalization. Research topics: education and nation building; education, mobility, and equality; education, international organizations, and world culture.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-SocSci | Grading: Letter or Credit/No Credit

EDUC 139: Educating Young STEM Thinkers (EDUC 239, ME 139, ME 231)

The course introduces students to the design thinking process, the national conversations about the future of STEM careers, and opportunities to work with middle school students and K-12 teachers in STEM-based after-school activities and intercession camps. The course is both theory and practice focused. The purpose is twofold; to provide reflection and mentoring opportunities for students to learn about pathways to STEM careers and to introduce mentoring opportunities with young STEM thinkers.
Terms: Win, Spr | Units: 3-5 | Repeatable for credit | Grading: Letter or Credit/No Credit
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