Web Site: https://learningconnection.stanford.edu/
Web Site: https://studenttechnology.stanford.edu/
Office: Main Office: 408 Panama Mall, Stanford, CA 94305
Web Site: https://vptl.stanford.edu
The Office of the Vice Provost for Technology and Learning (VPTL) supports Stanford faculty and instructors, schools, and departments in advancing Stanford educational experiences for undergraduate, graduate, professional, and lifelong learners.
VPTL houses the Center for Teaching and Learning, which supports evidence-based and inclusive learning and teaching practices, and the Center for Professional Development, which extends faculty research and teaching to a global community through graduate and professional education. VPTL partners with the School of Medicine on the Stanford Center for Health Education, training health professionals worldwide and providing public health education.
VPTL also supports faculty and students by enabling a shared infrastructure for Stanford academic technologies and learning spaces – from flexible classrooms to online learning platforms and more.
Essential resources and learning support services to Stanford students include:
- Peer tutoring and foreign language conversation partners
- Academic Skills Coaching
- Student study and collaboration space (Learning Hub @ Lathrop)
- Equipment check-out, computing and printing services, and multimedia consulting
- Residential computing and networking support (RCCs)
Support for faculty and instructors includes integrated services to help advance pedagogy, engage students in active learning, and promote inclusive learning. Programs include:
- Course design
- TA training
- Teaching assessment
- Grants and awards
- Programs and workshops
Supporting lifelong learners and extending Stanford teaching and research worldwide includes:
- Customized online and in person educational programs
- Hybrid masters degrees
- Certificate and professional education programs
- Free and low-cost webinars, podcasts, seminars and courses
- Healthcare education to professionals and open access health education
Center for Teaching and Learning
- Web: https://vptl.stanford.edu/center-for-teaching-and-learning
- Learning Hub at Lathrop: 518 Memorial Way, Ground Floor
- Student Services: https://vptl.stanford.edu/student-learning-resources
Stanford Center for Professional Development
- Phone: 650-204-3984
- Email: firstname.lastname@example.org
- Web: https://vptl.stanford.edu/center-professional-development
Vice Provost for Technology and Learning: Mike Keller
Senior Associate Vice Provost: Professor Sarah Church
Senior Associate Vice Provost Health Education: Dr. Charles Prober
Associate Vice Provost, Center for Teaching and Learning: Mariatte C. Denman
Chief of Staff & Associate Vice Provost, Communications, Finance: Carissa D. Little
Associate Vice Provost, Stanford Center for Professional Development: Paul Andrew Marca
Associate Vice Provost & CTO: Richard Webber
Assistant Director of Peer Learning and Tutoring Programs: Alex Ayers
Assistant Director, Learning Strategy Programs: Jae Chung
Director, Learning Strategy Programs: Adina Glickman
Associate Director of Faculty and Lecturer Programs: Diane Lam
Senior Program Manager, Student Technology: Sherwin Smith
Director, Faculty and Lecturer Programs: Gloriana Trujillo
VPTL 1. Introduction to Computing at Stanford. 1 Unit.
For those who want to learn more about Stanford's computing environment. Topics include: computer maintenance and security, computing resources, Internet privacy, and copyright law. One-hour lecture/demonstration in dormitory clusters prepared and administered weekly by the Resident Computer Consultant (RCC). Final project. Not a programming course.
Same as: CS 1C
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 110. Stanford, I Screwed Up!: Becoming a Resilient Learner. 1 Unit.
Everyone fails at something. Learning from failure, finding meaning or purpose in it, and being able to share it with others, are the cornerstones to building resilience that will support lifelong learning. Using research and literature from the fields of learning sciences, psychology, and creative expression and performance, students will be asked to explore and reflect on their own academic setbacks, how they have come to understand the notions of success and failure, examine their approaches to learning including everything from skills and strategies to issues of self-relevance and motivation. Each student will develop a "failure story" from personal experience that will eventuate to a 5-minute live performance of poetry, spoken-word, storytelling, or song, or other contribution, which will be presented at The Resilience Project's annual "Stanford, I Screwed Up!" the first Thursday of Spring quarter.
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 196. Computer Consulting. 2 Units.
Focus is on Macintosh and Windows operating system maintenance, and troubleshooting through hardware and software foundation and concepts. Topics include operating systems, networking, security, troubleshooting methodology with emphasis on Stanford's computing environment. Final project. Not a programming course.
Same as: CS 196
VPTL 280. Learning & Teaching of Science. 3 Units.
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Same as: EDUC 280, ENGR 295, MED 270, PHYSICS 295
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