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Center for Teaching and Learning

Contacts

Office: Sweet Hall, 4th floor
Mail Code: 94305-3087
Phone: (650) 723-1326
Email: TeachingCenter@stanford.edu
Web Site: http://ctl.stanford.edu

Center for Teaching and Learning

The Center for Teaching and Learning is a University-wide resource whose vision is that everyone at Stanford will know how learning works and will translate that knowledge into research-based, daily practice and public dialog. The Center supports faculty, lecturers, teaching assistants, and students with courses and other resources designed to enhance teaching excellence and/or learning skills while also providing a source of motivation, inspiration, and guided self-reflective growth.

CTL Services to Faculty, Lecturers, and Teaching Assistants

CTL provides the Stanford community with services and resources on effective teaching. The center's goals are to:

  •     engender and disseminate knowledge and understanding of the newest research on student learning
  •     network and support instructors seeking to share ideas and community around teaching
  •     stimulate faculty involvement in the scholarship of teaching and learning
  •     identify and involve successful faculty, lecturers, and TAs who are willing to share their talents with others
  •     provide those who are seeking to improve their teaching with the means to do so
  •     acquaint the Stanford community with important innovations and new technologies for teaching
  •     prepare new faculty and TAs for their responsibilities
  •     contribute to the professional development of teaching assistants
  •     expand awareness of the role of teaching at research universities
  •     increase the rewards for superior teaching.

Resources available to faculty, lecturers, and TAs include: classroom observation and video recording, microteaching (simulated practice teaching), and consultation; small group and other forms of mid-quarter evaluation; workshops, lectures, and teaching orientations; online teaching resources, and a library of teaching materials. CTL works with individuals, groups, and departments on their specific needs, including support of teaching events, retreats, and the design of effective TA training programs.

All these resources and more are available at http://teachingcommons.stanford.edu.

For questions or requests, email TeachingCenter@stanford.edu.

CTL Services to Undergraduates

CTL provides academic coaching for undergraduates who want to enhance their study approaches and learning strategies. Through courses, individual counseling, and workshops, CTL helps students build skills that are the foundation for continual improvement and lifelong learning. Students benefit from developing and applying individually crafted strategies that build on their existing strengths. Time management, test preparation, note taking, reading comprehension and retention, and procrastination are common topics for discussion. For more information, visit Academic Skills Coaching.

Free tutoring is available to undergraduates in many subjects; see  http://tutoring.stanford.edu for details on where and when tutors can be found, what to expect, and how to apply to work as a tutor.

Associate Vice Provost for Undergraduate Education and Director: Robyn Wright Dunbar

 

Senior Associate Director:  Staff

 

Associate Directors: Mariatte Denman, Adina Glickman

 

Assistant Director: Tim Randazzo

 

Faculty Fellows: Sarah Billington, Robert Calfee, Michele Elam, Sheri Sheppard, Lee Shulman, Jennifer Summit

Courses

CTL 53. Working Smarter. 2 Units.

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.

CTL 100. The Next Three Years: Making the Most of Stanford. 1 Unit.

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.

CTL 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.

CTL 125. From the Page to the Stage: The Performance of Literature. 3 Units.

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.

CTL 130. Beyond Stereotype Threat: Claiming a Rightful Place in an Academic Community. 3 Units.

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.
Same as: PSYCH 125.

CTL 175. Intertextuality, Interpretation, and Performance. 4 Units.

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.

CTL 199. Independent Study. 1-3 Unit.

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

CTL 221. Practicum for fellows in the Stanford-SJSU Preparing Future Professors Program. 1 Unit.

Nine weekly one-hour sessions consisting of discussions of: (1) the previous week's SJSU shadowing experiences and (2) readings related to session themes.

CTL 224. Fundamentals of College Teaching in the Humanities and Humanistic Social Sciences. 1-3 Unit.

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.

CTL 225. Teaching Development Series. 1 Unit.

Teaching and academic career topics from CTL's workshops series. Documented participation in a minimum of 10 hours required for credit. Offerings vary quarterly. See http://ctl.stanford.edu for current information. May be repeated for credit. Prerequisite: consent of instructor.

CTL 230. Mentoring in Research. 1 Unit.

Knowledge, skills, and hands-on training to mentor undergraduate research assistants and to impact relationships with your own mentors and advisers. Topics include communication and project management skills, different learning styles, and cultural, ethnic and socioeconomic diversity. Case studies, scenarios, and small group activities. Five weeks.

CTL 231. Future Faculty Seminar. 1 Unit.

For graduate students from all disciplines who are considering faculty careers. Postdoctoral fellows, TGR students, and research/clinical trainees may audit by consent of instructor. Explores the broad spectrum of duties and opportunities presented through faculty positions beyond the research-related aspects. Develops awareness of resources and skills that lead to faculty success; answers field-specific and related faculty job questions through discussions with representatives of a variety of academic institutions and fellow course participants. Topics include: finding and obtaining faculty positions, negotiating and navigating the first year, and working toward tenure. May be repeated for credit.
Same as: INDE 231.

CTL 297. Teaching and Learning in Higher Education. 3-4 Units.

Open to master's and doctoral students in all disciplines. How teachers can promote lasting learning and ask which pedagogies are most effective in today's college classrooms. Readings analyze teaching and learning in diverse disciplines and institutional types. Students observe the instruction of a Stanford master teacher. Students write a paper about the instruction of the teacher they observe or prepare a syllabus and commentary for a course of their design.
Same as: EDUC 297.

CTL 299. Independent Study. 1-3 Unit.

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

CTL 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.