printer friendly pageEDUC 111: The Young Adult Novel: A Literature For and About Adolescents
For undergraduates considering teaching or working with adolescents, and for those planning to apply to the coterminal program in the Stanford Teacher Education program (STEP). Students work together to define the genre of young adult novels. What they reveal about adolescence in America. How to read and teach young adult literature.
Terms: Spr
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Units: 4
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Grading: Letter or Credit/No Credit
Instructors:
Wolf, J. (PI)
EDUC 112: Urban Education (AFRICAAM 112, CSRE 112X, EDUC 212, SOC 129X, SOC 229X)
(Graduate students register for
EDUC 212 or
SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr
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Units: 3-4
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UG Reqs: GER:DB-SocSci, WAY-ED
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Grading: Letter or Credit/No Credit
EDUC 113N: Mix | Remix | Mixtape: Writing and Reading DJ Culture
This course looks at the DJ as a crucial figure, a rhetor even, who influences both US and world culture and examines the DJ's practices as writing practices. From there we ask how other kinds of writing-public, academic, creative-can be informed by DJs and DJ culture. We will study specific practices like scratching, remixing, and the mixtape as well as different approaches and spaces in which DJs have shaped culture, from disco to Hip Hop to world music, from radio DJs to party DJs to beat-juggling and turntablism.
Terms: Sum
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Units: 3
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Grading: Letter or Credit/No Credit
Instructors:
Banks, A. (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
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Units: 3
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UG Reqs: WAY-ED, WAY-SI
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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
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Units: 3
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UG Reqs: GER:DB-SocSci, WAY-SI
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Grading: Letter or Credit/No Credit
Instructors:
Boaler, J. (PI)
EDUC 117N: Losing My Religion: Secularism and Spirituality in American Lives (AMSTUD 117N, RELIGST 117X)
In this seminar you will explore theory and practice, sociological data, spiritual writing, and case studies in an effort to gain a more nuanced understanding about how religion, spirituality, and secularism attempt to make legible the constellation of concerns, commitments, and behaviors that bridge the moral and the personal, the communal and the national, the sacred, the profane, and the rational. Together we will cultivate critical perspectives on practices and politics, beliefs and belonging that we typically take for granted.
Terms: Aut
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Units: 3
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UG Reqs: WAY-ED, WAY-SI
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Grading: Letter (ABCD/NP)
Instructors:
Kelman, A. (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
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Units: 2
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Grading: Satisfactory/No Credit
EDUC 120: Sociology of Science (EDUC 320, SOC 330)
The sociology of science concerns the social structures and practices by which human beings interpret, use and create intellectual innovations. In particular we will explore the claim that scientific facts are socially constructed and ask whether such a characterization has limits. Course readings will concern the formation and decline of various thought communities, intellectual social movements, scientific disciplines, and broader research paradigms. A special focus will be placed on interdisciplinarity as we explore whether the collision of fields can result in new scientific advances. This course is suitable to advanced undergraduates and doctoral students.
Terms: Spr
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Units: 3-4
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Grading: Letter (ABCD/NP)
Instructors:
McFarland, D. (PI)
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
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Units: 4-5
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UG Reqs: GER:DB-SocSci
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Grading: Letter or Credit/No Credit
Instructors:
Bromley, P. (PI)
EDUC 123: Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms (AFRICAAM 130, CSRE 130, EDUC 322)
Issues and strategies for studying oral and written discourse as a means for understanding classrooms, students, and teachers, and teaching and learning in educational contexts. The forms and functions of oral and written language in the classroom, emphasizing teacher-student and peer interaction, and student-produced texts. Individual projects utilize discourse analytic techniques.
Terms: Aut
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Units: 3-5
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Grading: Letter or Credit/No Credit
Instructors:
Ball, A. (PI)
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