Catalog Navigation
Contacts
Office: Student Learning Center at Lathrop Library: 518 Memorial Way, Ground Floor
Phone: 650-723-1326
Email: VPTLinformation@stanford.edu
Web Site: http://vptl.stanford.edu/
Office: Main Office: 408 Panama Mall, Stanford, CA 94305

The Office of the Vice Provost for Teaching and Learning (VPTL) promotes and advances the vibrant, intellectual endeavor of teaching and learning at Stanford.

VPTL provides essential resources and learning support services to Stanford students through its student learning center at Lathrop Library, including:

In addition, VPTL provides residential computing and networking support through Resident Computer Consultants (RCCs), and computing and printing services in clusters located throughout campus.  VPTL offers a range of student jobs and internships, and credit-bearing courses to enrolled Stanford students. 

In addition to student services, VPTL staff members collaborate with faculty, instructors, and departments to enrich the depth and range of Stanford learning experiences, from classroom practice to classroom technology adoption, from course design to curriculum transformation, and from digital learning initiatives to research-driven learning innovation. VPTL is developing new learning spaces, from flexible classrooms and laboratories to online platforms. It also helps faculty develop new modes of learning and learning content, for example online, flipped, and blended courses that are made available to Stanford students through the SUClass instance of the Lagunita online learning platform.

VPTL supports Canvas, Stanford’s learning management system, as well as Stanford’s new course evaluation system. It provides orientation and mentoring for Teaching Assistants.

Instructors

Senior Director of Learning Experience Design: Robyn Wright Dunbar

Director of Educational Programs: Mariatte Denman

Director of Faculty Teaching Programs: Jennifer Randall Crosby

Associate Director of Graduate Teaching & Peer Learning Programs: Tim Randazzo

Associate Director, STEM: Gloriana Trujillo

Courses

VPTL 53. Working Smarter. 2 Units.

Once you get into the school of your dreams, how will you be sure you can succeed there? The level of organization and study skills necessary for college success are often very different than in high school settings. This class will use research-based practices to help students gain insight into effective learning strategies and approaches to time management, while honing skills in reading, studying, writing, discussion, and oral presentation. This class is appropriate for students who wish to prepare for college, as well as for those already in college who wish to revisit and expand their set of strategies for successful learning.

VPTL 120. Peer Tutor Training. 1 Unit.

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.

VPTL 297. Teaching and Learning in Higher Education. 1-4 Unit.

(Same as LAW 303) This course is co-taught by Tom Ehrlich, GSE, and Mariatte Denman, Office of the Vice Provost for Teaching & Learning. It provides doctoral and masters students with an opportunity to focus on teaching and learning along with graduate students from many disciplines throughout the university. Students watch and interview master teachers at Stanford, prepare a syllabus module for a workshop or class they might teach, and learn a range of effective pedagogical methods. The course is open not only to masters students and doctoral students from all schools who expect to work in higher education, but also to students interested in K-12 education, and they may develop a teaching module for use in those schools.
Same as: EDUC 297

VPTL 312. Science and Engineering Course Design. 2-3 Units.

For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course materials. Topics include syllabus design, course content and format decisions, assessment planning and grading, and strategies for teaching improvement.
Same as: ENGR 312