Award-Winning Teachers on Teaching
AWT Lectures: by Name
Below are a list of memorable lectures on teaching by award-winning Stanford faculty, organized by the faculty member's last name.
Click on the links immediately below to jump to the correct group of names.
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Ordering copies of lectures
A-E:
Professor David B. Abernethy, Political Science
Addressing Controversial Issues in the Classroom
October 25, 2001
Addressing Controversial Issues in the Classroom
October 25, 2001
Professor Mark Applebaum, Music
The Teaching Confessional:
Things I Do but Shouldn't Do; Things I Do and Should Do;
Things I Don't Do and Shouldn't Do; Things I Don't Do but Should Do
May 12, 2005
The Teaching Confessional:
Things I Do but Shouldn't Do; Things I Do and Should Do;
Things I Don't Do and Shouldn't Do; Things I Don't Do but Should Do
May 12, 2005
Professor Donald Barr, Sociology
Standing at the Abyss - Teaching in an Interdisciplinary Context
February 1, 2007
Standing at the Abyss - Teaching in an Interdisciplinary Context
February 1, 2007
Professor Joel Beinin, History
Moral Commitments, Emotional Identifications, & Historical Evidence: Teaching the Arab-Israeli Conflict
January 30, 2003
Moral Commitments, Emotional Identifications, & Historical Evidence: Teaching the Arab-Israeli Conflict
January 30, 2003
Professor Coit Blacker, Director of the Stanford Institute for International Studies
How Teaching Sophomore College Changed My Life
February 10, 2005
How Teaching Sophomore College Changed My Life
February 10, 2005
Professor Christopher Bobonich, Philosophy Department
Talking about Killing, Torturing and Letting Die
November 16, 2006
Talking about Killing, Torturing and Letting Die
November 16, 2006
Professor John Bravman, Materials Science & Engineering, and Senior Associate Dean, School of Engineering
Five Essential Concepts for Successful Lecturing
February 2, 1995
Five Essential Concepts for Successful Lecturing
February 2, 1995
Professor Al Camarillo, History
Bringing Community Service into the Classroom
May 22, 1997
Bringing Community Service into the Classroom
May 22, 1997
Professor Brigitte Cazelles, French and Italian Languages
Dealing With an Eclectic Audience
October 10, 1996
Dealing With an Eclectic Audience
October 10, 1996
Professor Christopher E.D. Chidsey, Chemistry
Active Learning, Peer Learning, Assessment-Driven Learning: How Do They Apply to Introductory Science Courses?
May 20, 2004
Active Learning, Peer Learning, Assessment-Driven Learning: How Do They Apply to Introductory Science Courses?
May 20, 2004
Professor Sam Chiu, EES & OR
Creating the Urge to Learn
November 12, 1998
Creating the Urge to Learn
November 12, 1998
Professor Sanford Dornbusch, Sociology and Human Biology
Relating to Your Students
January 25, 1996
Relating to Your Students
January 25, 1996
Professor Chris Edwards, Mechanical Engineering
Teaching 'Difficult' Subjects:
Some Observations from Teaching Thermodynamics to Sophomores, Seniors, and Graduate Students
November 30, 2006
Teaching 'Difficult' Subjects:
Some Observations from Teaching Thermodynamics to Sophomores, Seniors, and Graduate Students
November 30, 2006
Professor Harry Elam, Drama
The Difficulties and Benefits of Encouraging Diversity and Diverse Views in the Classroom
May 25, 1995
The Difficulties and Benefits of Encouraging Diversity and Diverse Views in the Classroom
May 25, 1995
F-J:
Professor Anne Fernald, Psychology
7 (Plus or Minus 2) Habits of Highly Effective Teachers: Conversations with Colleagues
May 2, 1996
7 (Plus or Minus 2) Habits of Highly Effective Teachers: Conversations with Colleagues
May 2, 1996
Professor Russell Fernald, Psychology and Human Biology
How to Design and Teach a New Course
May 1, 1997
How to Design and Teach a New Course
May 1, 1997
Professor Sandy Fetter, Physics
Planning the New Core: Math, Science, and Technology for Non-Scientists
May 11, 1997
Planning the New Core: Math, Science, and Technology for Non-Scientists
May 11, 1997
Professor Luis Fraga, Political Science
Controversy and Social Commitment in the Classroom
November 7, 1996
Controversy and Social Commitment in the Classroom
November 7, 1996
Professor Estelle Freedman, History
Learning From Teaching: What You Know, What You Don't Know, and How to Teach
November 20, 1997
Learning From Teaching: What You Know, What You Don't Know, and How to Teach
November 20, 1997
Professor Barbara Gelpi, English
Creating Links Between Technology and Teaching
April 17, 1997
Creating Links Between Technology and Teaching
April 17, 1997
Professor Emerita Barbara Gelpi and Professor Emeritus Al Gelpi, English
Reflections on the Experience of Team Teaching
January 31, 2001
Reflections on the Experience of Team Teaching
January 31, 2001
Professor James L. Gibbs, Jr., Anthropology
A Learning Tool: The Student-Produced Video as a Coursework Option
October 16, 1997
A Learning Tool: The Student-Produced Video as a Coursework Option
October 16, 1997
Professor Deborah Gordon, Biological Sciences
Understanding the Process of Discovery: Research as a Teaching Tool
February 10, 2005
Understanding the Process of Discovery: Research as a Teaching Tool
February 10, 2005
Professor Robert M. Gray, Electrical Engineering
Reflections on Mentoring: A Crucial Part of the Teaching Role
January 22, 2004
Reflections on Mentoring: A Crucial Part of the Teaching Role
January 22, 2004
Professor Brad Gregory, History
Some Tricks of the Trade: Connecting With Your Students
May 13, 1999
Some Tricks of the Trade: Connecting With Your Students
May 13, 1999
Professor Patricia Jones, Biological Sciences
Teaching Through Problem Solving: Perspectives After 18 Years in the Trenches
April 18, 1996
Teaching Through Problem Solving: Perspectives After 18 Years in the Trenches
April 18, 1996
K-N:
Professor and President Emeritus Donald Kennedy, Biological Sciences
Letting Them Do It Themselves...In Groups!
January 21, 1999
Letting Them Do It Themselves...In Groups!
January 21, 1999
Professor Eric Kool, Chemistry
How Can Organic Chemistry Possibly Be Interesting? One Teacher's Answer
May 16, 2002
How Can Organic Chemistry Possibly Be Interesting? One Teacher's Answer
May 16, 2002
Professor Jeffrey Koseff, Civil and Environmental Engineering
Images Isn't Everything, But In Teaching Fluid Mechanics It Sure Helps
May 4, 2000
Images Isn't Everything, But In Teaching Fluid Mechanics It Sure Helps
May 4, 2000
Professor Jan Krawitz, Communication
Galvanizing the Student Muse: Creative Work in an Academic Setting
February 15, 1996
Galvanizing the Student Muse: Creative Work in an Academic Setting
February 15, 1996
Professor Joshua Landy, French & Italian, and Professor Lanier Anderson, Philosophy
Challenges and Rewards of Team-Teaching
February 23, 2006
Challenges and Rewards of Team-Teaching
February 23, 2006
Professor Seth Lerer, English and Comparative Literature
Is Teaching a Calling or a Profession: Teaching Literature in an Uncertain Age
November 20, 2003
Is Teaching a Calling or a Profession: Teaching Literature in an Uncertain Age
November 20, 2003
Professor Keith Loague, Department of Geological and Environmental Sciences
Teaching Strategies for Case-Based Learning: Environmental Problems in the Classroom
April 19, 2001
Teaching Strategies for Case-Based Learning: Environmental Problems in the Classroom
April 19, 2001
Professor Emeritus James March, Political Science, Sociology, and Graduate School of Business
There are No Poor Speakers, Only Poor Listeners
October 12, 1995
There are No Poor Speakers, Only Poor Listeners
October 12, 1995
Professor Christina Maslach, UC Berkeley, Psychology
Classroom Burn-out: Experiencing It, Dealing With It, and Learning From It
May 14, 1998
Classroom Burn-out: Experiencing It, Dealing With It, and Learning From It
May 14, 1998
Professor Gil Masters, Civil Engineering
Running a Big Course
March 2, 1995
Running a Big Course
March 2, 1995
Dennis Matthies, CTL
Being a Machine vs. Being Curious: What Do Students Want?
November 5, 1998
Being a Machine vs. Being Curious: What Do Students Want?
November 5, 1998
Professor Susan McConnell, Biological Sciences
Maximizing Participation in Classroom Discussions
May 4, 1995
Maximizing Participation in Classroom Discussions
May 4, 1995
Professor Robert McGinn, Science, Technology, and Society
Cultivating the Capability for Rigorous Critical Analysis: A Vital Pedagogical Task
January 22, 1998
Cultivating the Capability for Rigorous Critical Analysis: A Vital Pedagogical Task
January 22, 1998
Professor Diane Middlebrook, English
Incorporating New Technologies into the Teaching Process
February 12, 1998
Incorporating New Technologies into the Teaching Process
February 12, 1998
O-R:
Dean Franklin Orr, School of Earth Sciences
Soap Bubbles, Thermodynamics, and Engineering Science: Teaching the Ideas Behind All the Mathematics
February 24, 2000
Soap Bubbles, Thermodynamics, and Engineering Science: Teaching the Ideas Behind All the Mathematics
February 24, 2000
Professor Leonard Ortolano, Civil and Environmental Engineering
Teaching as Learning: The Process of Designing a New Course
November 4, 1999
Teaching as Learning: The Process of Designing a New Course
November 4, 1999
Professor Brad Osgood, Mathematics
Listening to Students: Changing the Mathematics Curriculum at Stanford
January 19, 1995
Listening to Students: Changing the Mathematics Curriculum at Stanford
January 19, 1995
Professor John Perry, Philosophy
Student-Friendly Lecturing
February 11, 1999
Student-Friendly Lecturing
February 11, 1999
Professor Ellen Porzig, Human Biology
Teaching Opportunities Outside of the Lecture Hall
February 29, 1995
Teaching Opportunities Outside of the Lecture Hall
February 29, 1995
Professor Rob Reich, Political Science
The Socratic Method. What It is and How to Use It in the Classroom
May 22, 2003
The Socratic Method. What It is and How to Use It in the Classroom
May 22, 2003
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S-Z:
Professor Scott D. Sagan, Politcal Science
Simulations and Simulation: Getting Students Interested in International Relations
May 13, 2004
Simulations and Simulation: Getting Students Interested in International Relations
May 13, 2004
Vice Provost for Undergraduate Education Ramon Saldivar, English
What I Learned about Teaching and Learning in Sophomore College
February 25, 1999
What I Learned about Teaching and Learning in Sophomore College
February 25, 1999
Professor Peter Sells, Linguistics
Back to the Basics: Presenting the Foundations of One's Discipline
February 24, 2000
Back to the Basics: Presenting the Foundations of One's Discipline
February 24, 2000
Professor Sheri Sheppard, Mechanical Engineering
Students Helping to Change the Curriculum
February 16, 1995
Students Helping to Change the Curriculum
February 16, 1995
Professor John Taylor, Economics
Introductory Courses: Some Teaching and Learning Ideas
November 13, 1997
Introductory Courses: Some Teaching and Learning Ideas
November 13, 1997
Professor Paul Turner, Art
Designing the Exam: Necessary Evil or Opportunity?
February 26, 1998
Designing the Exam: Necessary Evil or Opportunity?
February 26, 1998
Textbooks, handouts, and other learning material:
Which are effective?
Professor Guenther Walther, Statistics
January 26, 2006
Professor Guenther Walther, Statistics
January 26, 2006
Professor Robert Waymouth, Chemistry
Seeing the Forest Through the Trees: Vertical Learning and Teaching Science
April 23, 1998
Seeing the Forest Through the Trees: Vertical Learning and Teaching Science
April 23, 1998
Vice Provost Robert Weisberg, Law
Teaching Across the Disciplines: Reflections of a Pedagogic Switch Hitter
April 29, 1999
Teaching Across the Disciplines: Reflections of a Pedagogic Switch Hitter
April 29, 1999
Professor Sylvia Yanagisako, Anthropology
Adventures in Collaborative Teaching
February 13, 1998
Adventures in Collaborative Teaching
February 13, 1998
Professor Richard Zare, Chemistry
The Value of the Laboratory Experience in the Sciences
February 3, 2000
The Value of the Laboratory Experience in the Sciences
February 3, 2000
Professor Philip Zimbardo, Psychology
Taking Teaching Seriously and Making it Memorable
April 27, 1995
Taking Teaching Seriously and Making it Memorable
April 27, 1995
* With the exception of Professor Christina Maslach of UC Berkeley, all speakers in the series have been Stanford faculty. Their titles reflect their position at the time that they gave their talk.