Roger Noll discusses how to to design useful assignments in writing-in-the-major courses, especially in courses where the essay is technical. (November 13, 2003)

Brad Gregory discusses why it is important to communicate with students. He stresses the importance of building, maintaining, and strengthening connections inside and outside of class. (May 13, 1999)

Christopher Chidsey seeks to answer how peer learning, assessment driven learning, and active learning apply to introductory science courses. (January 22, 2004)

Robert Gray discusses what his former students have taught him about mentoring for careers in engineering, mathematics, and science. (January 22, 2004)

David Abernethy discusses how to deal with areas of controversy and long debate within the classroom. He explains how he operates in class and provides useful tips on dealing with any contention. (October 25, 2001)

Eric Roberts discusses some of the strategies one can use to encourage bright and motivated students to go beyond the standard expectations of the class. (November 18, 2004)

Mary Louise Roberts gives a talk on the ways that teachers can improve their classroom discussions. She describes how she operates in class and discusses many of the goals teachers should have. (April 22, 1999)

David Kennedy discusses how to give an effective and informative lecture and explains what these lectures should strive to achieve. (January 23, 1997)

David Freyberg discusses the feedback process and the problems he encounters with problems sets in trying to close the feedback loop and create a protected environment that encourages failure with lots of feedback. (April 25, 2002)

Scott Sagan explains his deeply immersive International Relations simulations in which students are assigned a role such as a diplomat, military leader, politician, or scientist and engage in conferences and negotiations. (May 13, 2004)

Robert Siegel talks about his path to Stanford, stories and experiences from teaching in different departments and classes, and the rewards, opportunities, experimentation, coincidences, and good fortune of teaching at Stanford. (May 10, 2012)

Seth Lerer examines the pedagogy of the English classroom as he debates teaching as an occupation and emphasizes the importance of teaching literature in an uncertain age. (November 20, 2003)

Joshua Landy and Lanier Anderson draw on their experience from team teaching to discuss the reasons to team teach, how to plan a course and run a classroom, and ten guidelines to team teaching. (February 23, 2006)

John M. Rick discusses his "love-hate" relationship with technology in teaching and how educators can best utilize new equipment and programs to engage students. (February 12, 2004)

Donald Barr talks about the history of interdisciplinary studies and how it has changed the academic landscape, his background as an interdisciplinary professor, and the disadvantages and exciting advantages of teaching. (February 1, 2007)

Laura Carstensen takes an evidence-based approach to gender issues while still encouraging independent thinking by offering students varying theories and recent findings, and including discussion and research projects. (February 27, 2003)

Russell Berman discusses liberal arts education: including a self-study of the mandatory Stanford freshmen course IHUM and its implications for liberal arts, the benefits and costs of a liberal arts education. (February 14, 2008)

David Beach uses examples from his innovative shop class to show the importance of experience and imagination in learning, instead of solely mastering content. (November 20, 2008)

Coit Blacker talks about teaching sophomore college, an intense 2-week long program before the beginning of Fall Quarter that features a variety of courses, including why he teaches sophomore college, what he has learned from the experiences. (February 10, 2005)

David Abernethy outlines strategies to facilitate open and informed discussion in the classroom around sensitive topics in areas such as politics, philosophy, economics, international relations and religion. (October 25, 2001)

Professor Harry Elam discusses the utility of the lecture in the humanities and what instructors need to do to best utilize the lecture and to reinvent and reinvigorate it with relevance to students. (November 9, 2010)

Lanier Anderson talks about the keys to getting students personally involved in the subject material and ways to reinvent the lecture to involve students in the active pursuit of knowledge. (May 26, 2005)

Mary Barth explains how she uses the case method, teaching from real-world situations, to extend the classroom experience and help students more deeply understand and retain information. (April 13, 2000)

Ralph Cohen shares how math and science can best be taught to the masses. He focuses on the programs that deliver math and science to Stanford freshman, as well as some of Stanford's service classes. (February 10, 2011)

Michele Elam addresses where is- or should be- the place of race, gender, and other charged topics in higher education. Elam discusses the profound anxiety in teaching these "unspeakables" and what teachers can do about it. (February 16, 2012)