Other Curricular Tools

From Designing Education Lab

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Through research, the Designing Education Lab has developed a variety of classroom learning tools. As part of our mission, we want to make these materials publicly available. Here are some of the materials we have developed:


Mechanics Self-Efficacy

Mechanics Self-Efficacy In this project we are studying how web-based activities impact mechanics self-efficacy and achievement, both during learning and over the long run.

Vector Calculus Modules

This tool is used in the class Introduction to Solid Mechanics (ENGR-14) by both faculty and students to assess vector calculus skills in the first weeks of the class to help identify those students who may need "math booster" assistance.  Vector Calculus Module


Educating Young Stem Thinkers

The course, which will span two quarters, introduces Stanford students to the design thinking process, the national conversations about the future of STEM careers, and provides opportunities to work with middle school students and K-­12 teachers in STEM-­based after-­school activities and intercession camps. The course will be both theory and practice-­focused: Syllabus

Research Informed Practices for Inclusive STEM Classrooms: Strategies to Close the Gender Gap

This literature review, by Helena Scutt aims to bridge research to practice by identifying strategies for educators as they work to capture students’ interest in STEM and retain students who are already interested. Seven “key practices” for creating gender-inclusive STEM classrooms were identified through a comprehensive literature review of social science research in gender and education. After presenting the research for each practice, implementation strategies and directions for future research are suggested. Paper

New Century Scholars: Teaching, Learning, and Your Academic Career

This workshop, held from 1998-2002, was designed to help new engineering faculty from around the country understand learning and teaching practices which support effective learning for all students. Workshop activities also addressed the integration of pedagogical knowledge with other forms of scholarship, recognizing the multiple demands for faculty productivity. Participants redesigned courses and instructional strategies, taking into consideration new information and research concerning teaching, learning styles, inclusive classroom learning, elements of effective lecturing, project-based learning, technology in teaching, time and stress management, developing a career strategy, and balance in personal and professional lives. To access the archive of materials from these workshops, go to ncs.stanford.edu.


The purpose of this project is to introduce students to STEM engineering careers by leveraging the power of a design thinking approach to learning in school intersession camps. The project centers on the critical need to foster an interest in STEM careers, as it imperative for the United States to compete globally. A focus on innovation, creativity, critical thinking, problem solving, communication and collaboration is essential to prepare our students for the challenges of learning in the 21st century: iTest Statement of Work

Mechanical Dissection

An approach to teaching students about engineering concepts and design principles by having them explore the engineered products around them. This exploration involves having students work in small teams to disassemble and reassemble machines. This exploration leads to insight on materials, function, design alternatives, human factors and manufacturing. Syllabus
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