Are you interested in developing and teaching your own course here at Stanford? The Continuing Studies department is currently accepting Fall Quarter proposals. Courses with Continuing Studies can be taught in-person or online for as short as 1 day or a few days to a full 10-week course. See below for more info on course types.
Fall dates: September 21 - December 4
Proposal deadline: March 24, 2020
**IMPORTAND NOTICE: In light of recent COVID-19 developments and the university’s guidance around social distancing, we have reviewed our upcoming program offerings and determined this program is not suitable for the Zoom format. For this reason, this program has been canceled. Thank you for your understanding.
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Dr. Michelle Bennett, Director, Center for Research Strategy at National Cancer Institute (NCI)
Our most innovative research is driven by creativity and excitement, but in crossing from the known to the unknown, we frequently get stuck. In this workshop, we will explore how to design for deep work, how to manage and increase our energy and motivation, and how to organize workdays and develop strategies to get unstuck. Working alone and in pairs, we will use prototyping to help us test ideas early, seek out feedback on unfinished work, and enhance our progress.
**IMPORTAND NOTICE: In light of recent COVID-19 developments and the university’s guidance around social distancing, we have reviewed our upcoming program offerings and determined this program is not suitable for the Zoom format. For this reason, this program has been canceled. Thank you for your understanding.
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Dr. Michelle Bennett, Director, Center for Research Strategy at National Cancer Institute (NCI)
Stanford Pre-Collegiate Studies offers a variety of summer residential and academic year enrichment programs for academically talented middle and high school students, and provides many teaching opportunities, both at Stanford and overseas, for those interested in building or deepening their instructional skills. Options range from smaller commitments of only a few hours per week, to developing and teaching an intensive three-week course that reflects the instructor’s passions and expertise.
**IMPORTAND NOTICE: In light of recent COVID-19 developments and the university’s guidance around social distancing, we have reviewed our upcoming program offerings and determined this program is not suitable for the Zoom format. For this reason, this program has been canceled. Thank you for your understanding.
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Dr. Sharon Pitteri, Associate Professor of Radiology and Dr. Sofie Kleppner, Associate Dean for Postdoctoral Affairs
Required Readings:
Logue, A. W., Douglas, D., & Watanabe-Rose, M. (2019). Corequisite Mathematics Remediation: Results Over Time and in Different Contexts. Educational Evaluation and Policy Analysis,41(3); pp. 294–315. DOI: 10.3102/0162373719848777 -- LINK
Required Readings:
Burke, K.A., Hand, B., Poock, J., & Greenbowe, T. (2005). Using the Science Writing Heuristic. Journal of College Science Teaching,35(1); pp. 36-41. -- LINK
In this session, you'll have an opportunity to apply design thinking to your postdoctoral training and reflect on who you are, where you are going, and how you can get there.
You'll identify resources and plan to apply them to your training in the right place at the right time. The work we do together will support a thoughtful and balanced individual development plan.
In this session, you'll have an opportunity to apply design thinking to your postdoctoral training and reflect on who you are, where you are going, and how you can get there.
You'll identify resources and plan to apply them to your training in the right place at the right time. The work we do together will support a thoughtful and balanced individual development plan.
