Award-Winning Teachers on Teaching: by Name

Below is a list of memorable lectures on teaching by outstanding Stanford faculty who have won teaching awards, organized by the faculty member's last name.

Many of these lectures are available on Stanford iTunes U.  For lectures that are not, members of the Stanford community may check out DVDs from our office.  If you are a Stanford faculty member and would like to receive a DVD of one or two of these lectures, please call the Center for Teaching and Learning at 723-1326 or email us at teachingcenter@stanford.edu.  We'll be happy to send them to you and may be able to give you others as the need arises.

A - E | F - J | K - N | O - R | S - Z

A - E:

Professor David B. Abernethy, Political Science
Addressing Controversial Issues in the Classroom
October 25, 2001

Professor Lanier Anderson, Philosophy
Preparing and Delivering the Lecture
May 26, 2005

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

Professor Donald Barr, Sociology
Standing at the Abyss - Teaching in an Interdisciplinary Context
February 1, 2007

Professor Mary Barth, Graduate School of Business
Teaching by the Case Method
April 13, 2000

Professor David Beach, Mechanical Engineering
Tales from the Product Realization Lab: Learning Through Creation
November 20, 2008

Professor Joel Beinin, History
Moral Commitments, Emotional Identifications, & Historical Evidence: Teaching the Arab-Israeli Conflict
January 30, 2003

Professor Stacey Bent, Chemical Engineering
The Undergraduate Research Experience: Friend or Foe?
May 14, 2009

Professor Russell Berman, Humanities; Senior Fellow, Hoover Institution
Rethinking Liberal Arts
February 14, 2008

Professor Coit Blacker, Director of the Stanford Institute for International Studies
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

Professor John Bravman, Materials Science & Engineering, and Senior Associate Dean, School of Engineering
Five Essential Concepts for Successful Lecturing
February 2, 1995

Professor Philippe Buc, History
Teaching Large Humanities Courses for the Frosh
October 21, 1997

Professor Patricia Burchat, Physics
Strategies for Teaching Science to Non-Technical Majors
January 24, 2002

Professor Tom Byers, Management Science and Engineering
Teaching in the Era of YouTube
February 22, 2007

Professor Al Camarillo, History
Bringing Community Service into the Classroom
May 22, 1997

Professor Laura Carstensen, Psychology
Teaching Critical Thinking About Gender
February 27, 2003

Professor Brigitte Cazelles, French and Italian Languages
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

Professor Sam Chiu, EES & OR
Creating the Urge to Learn
November 12, 1998

Professor Wanda Corn, Art History
Playing as Pedagogy
May 4, 2006

Professor Larry Diamond, Political Science and Sociology; Senior Fellow, Hoover Institution
Teaching Outside the Classroom - Making a Difference in Students' Lives
October 31, 2007

Professor Sanford Dornbusch, Sociology and Human Biology
Relating to Your Students
January 25, 1996

Professor Rob Dunbar, Geological and Environmental Sciences
Teaching Outside the Walls
May 18, 2006

Professor William Durham, Anthropology
Synergizing Your Teaching by Involving Students in Faculty Research
November 2, 1995
**Although this talk is not available on tape, a text version appears in the Winter 1996 (Vol.7, No.2) version of CTL’s newsletter “Speaking of Teaching.” Call 3-1326 for a copy or click here.

Professor Chris Edwards, Mechanical Engineering
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

F - J:

Professor Anne Fernald, Psychology
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

Professor Sandy Fetter, Physics
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

Professor Estelle Freedman, History
Learning From Teaching: What You Know, What You Don't Know, and How to Teach
November 20, 1997

Professor David Freyberg, Civil & Environmental Engineering
Problem Sets, Failure, and Learning
April 25, 2002

Professor Barbara Gelpi, English
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

Professor James L. Gibbs, Jr., Anthropology
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

Professor Robert M. Gray, Electrical Engineering
Reflections on Mentoring: A Crucial Part of the Teaching Role
January 22, 2004

Professor Robert Gregg, Religious Studies
Working with Rich Data
November 11, 2004

Professor Brad Gregory, History
Some Tricks of the Trade: Connecting With Your Students
May 13, 1999

Professor James Gross, Psychology
Taking Risks
April 24, 2008

Professor Hans Ulrich "Sepp" Gumbrecht, French & Italian and Comparative Literature
In Praise of (Real) Classroom Presence
January 31, 2002

Professor Umran Inan, Electrical Engineering
Do You Know What They Do Not Know
April 30, 2009

Professor Patricia Jones, Biological Sciences
Teaching Through Problem Solving: Perspectives After 18 Years in the Trenches
April 18, 1996

K - N:

Professor David Kennedy, History
How to Give a Lecture
January 23, 1997

Professor and President Emeritus Donald Kennedy, Biological Sciences
Letting Them Do It Themselves...In Groups!
January 21, 1999

Professor Nancy Kollmann, History
Teaching through Writing in Humanities Courses
February 2, 2006

Professor Eric Kool, Chemistry
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

Professor Jan Krawitz, Communication
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

Professor Timothy Lenoir, History
History Wired: Technology-Enhanced Teaching
November 15, 2000

Professor Seth Lerer, English and Comparative Literature
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

Professor Emeritus James March, Political Science, Sociology, and Graduate School of Business
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

Professor Gil Masters, Civil Engineering
Running a Big Course
March 2, 1995

Dennis Matthies, CTL
Being a Machine vs. Being Curious: What Do Students Want?
November 5, 1998

Professor Eric Mazur, Physics, Harvard
Confessions of a Converted Lecturer
October 30, 2008

Professor Susan McConnell, Biological Sciences
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

Professor Diane Middlebrook, English
Incorporating New Technologies into the Teaching Process
February 12, 1998

Professor Paula Moya, Sociology
Engagement in the Classroom
May 1, 2008

Professor Norm Naimark, History; Senior Fellow, Hoover Institution
Passing the Torch: Thoughts about History, Teaching, and Mentorship
January 29, 2009

Professor Clifford Nass, Communication
Large Project-Based Courses: It's Not Impossible
May 3, 2007

Professor Roger Noll, Public Policy
Managing the Dreaded Essay Assignment
November 13, 2003

O - R:

Professor Jean Oi, Political Science
Cowpies and Democracy: Teaching in the Field
March 6, 2008

Dean Franklin Orr, School of Earth Sciences
Soap Bubbles, Thermodynamics, and Engineering Science: Teaching the Ideas Behind All the Mathematics
February 10, 2000

Professor Leonard Ortolano, Civil and Environmental Engineering
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

Professor Doug Osheroff, Physics
Getting Inside Your Students' Heads
November 30, 1995

Professor John Perry, Philosophy
Student-Friendly Lecturing
February 11, 1999

Professor Rob Reich, Political Science
The Socratic Method. What It is and How to Use It in the Classroom
May 22, 2003

Provost Condoleezza Rice, Political Science
Teaching American Foreign Policy
October 22, 1998

Professor John M. Rick, Anthropological Sciences
Teaching in a Digital Age
February 12, 2004

Professor John Rickford, Linguistics
Discussion Leading and Small-Group Methods
November 21, 1996

Professor Eric Roberts, Computer Science
Encouraging Top Students in Large Classes
Nomber 18, 2004

Professor Mary Louise Roberts, History
How to Have a Good Class Discussion
April 22, 1999

S - Z:

Professor Scott D. Sagan, Politcal Science
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

Professor Kristine Samuelson, Art
Teaching a Project-Based Course
November 29, 2001

Professor Debra Satz, Philosophy
The Power and the Pitfalls of the Socratic Method in Teaching
October 11, 2007

Professor Peter Sells, Linguistics
Back to the Basics: Presenting the Foundations of One's Discipline
February 24, 2000

Professor James Sheehan, History
Teaching a Freshman/ Sophomore Seminar
February 13, 2003

Professor Sheri Sheppard, Mechanical Engineering
Students Helping to Change the Curriculum
February 16, 1995

Professor Leon Simon, Mathematics
Principles and Practicalities for Honors Freshman Math
April 9, 2009

Dr. Kelley Skeff, School of Medicine
Analyzing the Complex Task of Teaching
November 10, 1999

Professor John Taylor, Economics
Introductory Courses: Some Teaching and Learning Ideas
November 13, 1997

Professor Paul Turner, Art
Designing the Exam: Necessary Evil or Opportunity?
February 26, 1998

Professor Guadalupe Valdes, Education
Making Sense of the ways that Students Speak and Write – Strategies for working with Less-than-Flawless Language
February 15, 2001

Professor Guenther Walther, Statistics
Textbooks, handouts, and other learning material: Which are effective?
January 26, 2006

Professor Robert Waymouth, Chemistry
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

Professor Paul Wender, Chemistry
Teaching Science: What Works
May 15, 2003

Professor Sylvia Yanagisako, Anthropology
Adventures in Collaborative Teaching
February 13, 1998

Professor Richard Zare, Chemistry
The Value of the Laboratory Experience in the Sciences
February 3, 2000

* With the exception of Professor Christina Maslach of UC Berkeley and Professor Eric Mazur of Harvard, all speakers in the series have been Stanford faculty. Their titles reflect their position at the time that they gave their talk.