For the 2013-2014 year, I served as course assistant for the POLS (Policy, Organizations, and Leadership Studies) seminar. This seminar supported students in the development of their master's projects, which culminated in a written project and a public presentation at the end of the year.
Fall Course Description: EDUC 209A serves as a weekly opportunity for students to discuss and synthesize what they have learned through their readings for this course and in other courses they are taking. It provides academic and personal support for the learning process in the POLS MA. My aspiration is that it will serve to tie together disparate experiences students have throughout the quarter.
The seminar has four major content foci: 1) Understanding leadership within the context of educational organizations; 2) Connecting theory and research to practice; 3) Understanding the present state of educational organizations in the neighborhood of Stanford; 4) Learning the value of research that informs school improvement and leadership more generally
Winter Course Description: EDUC 209B continues the synthesis, reflection, and support mission of EDUC 209A while focusing on development of the POLS Project and Talk.
Spring Course Description: The main focus of EDUC 209C is the POLS Project and Talk as the capstone experience of the master’s degree. The POLS Project/Talk experience is intended to foster learning for those writing and presenting their projects and for the audience who will be exposed to diverse areas in the spectrum of education from kindergarten through higher education.
In Spring 2014, I served as course assistant for the proseminar seminar for joint degree M.B.A./Master's in Education students. This seminar introduced students to current challenges in the field of education and offered advising as they planned course programs in the GSE that meet their specific interests.
Course Description: Topics for EDUC 393 have been developed collaboratively among the students who attended the MA/MBA orientation in November 2013, a subgroup of students who have taken a special interest in planning the course, and Prof. Brazer. A general theme we have settled on for the course is solving real-world problems. In addition to content focused on the field of education, we will also engage in academic advising intended to help students select a program of study that meets their specific interests.
I served as a course assistant for this course, which introduced master’s students from a variety of programs across the GSE to ethical issues that teachers confront in their professional lives.
Course Description: The goal of this course is to prepare students for the ethical problems teachers confront in their professional lives. Skills of ethical reasoning, familiarity with ethical concepts, and how to apply these skills and concepts in the analysis of case studies. Topics: ethical responsibility in teaching, freedom of speech and academic freedom, equality and difference, indoctrination, and the teaching of values.
I served as a course assistant for this writing intensive course for master's students in the POLS (Policy, Organizations, and Leadership Studies) program. I provided in depth feedback on student writing assignments, focusing on both content and style, and mentored students in choosing policy issues for analysis and developing their papers.
Course Description: Major concepts associated with the development, enactment, and execution of educational policy. Issues of policy implementation, agenda setting and problem formulation, politics, and intergovernmental relations. Case studies. Goal is to identify factors that affect how analysts and policy makers learn about and influence education.
As a teaching assistant for this course, I managed the service-learning component, which included interviewing student applicants, assigning them to service projects, coordinating with community partners, and monitoring an online discussion forum in which students reflected upon their service experience and course materials. I also led a discussion section in which students worked collaboratively on case studies investigating various forms of human trafficking, including labor trafficking, trafficking in child soldiers, sex trafficking, and organ trafficking.
Course Description: Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution and labor exploitation, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning and offers an optional service-learning component.
I have also worked as a tutor and teaching assistant/aide for several courses offered to students who are non-native speakers of English through the English for Foreign Students department at Stanford.
Oral Presentation for Postdoctoral Scholars
Workshop in Written Communication for International Students (EFSLANG 683W)
Intensive English and Academic Orientation for Foreign Graduate Students (EFSLANG 688)