“ We are consistently thrilled with our LDT students – they bring such rich experience to the program, deliver amazing results in the Stanford environment, and pursue meaningful careers after graduation.” - Shelley Goldman, LDT Program Director LDT students are a diverse group. They come from around the globe. Some are former educators, others are from industry, and others still have excelled in the creative arts. What they have in common is a commitment to defining the future of technology in education. Click on the pictures at right to learn more about the paths of some of our alumni.
Piya Sorcar PhD student, Stanford Health Ed, Informal Learning learning goal courses internship master’s project pre-LDT LDT at Stanford post-LDT click on the text above to learn more about this alum’s journey Pre-LDT I was born and raised in Colorado, and attended the University of Colorado. There I pursued three degrees – a B.A. in Economics, a B.S. in Journalism, and a B.S. in Business Administration. I worked throughout college, holding positions at IBM, TiE, iSherpa Capital and NBC 9News. After graduation, I joined Analysis Group as an economic research analyst, where I completed financial models for complex litigation and transfer pricing cases, and conducted market research and data analysis. I left Analysis Group to be the dance director and choreographer for Manick Sorcar Productions, where I performed with members of a 50-person dance troupe throughout the US, Canada and India. ( Full bio at http:// www.stanford.edu/~sorcar )
Cognitive: After visiting the site GFPSs would be able to…
1. Knowledge – identify the three “cornerstones” of the program
2. Comprehension – list the benefits of the program
4. Analysis – determine if you are a good fit
5. Synthesis – assemble an appropriate application where personal goals/capabilities are matched to the program
Affective: After visiting the site GFPSs would…
1. Receiving – recognize the program as an incredible personal development opportunity
2. Responding – thoroughly review the website
3. Valuing – send an email to set up a visit
4. Organization – complete an application
5. Consistency – become an advocate of the program
EVALUATION – Survey SMART Measures
These short-term evaluations would include the following tasks:
A list of questions about content on the website would be provided and the amount of time it took to find the answers on both the old and new website collected to determine whether or not the content was more efficiently organized in the new site.
After a set time reviewing the site, the reviewer is asked to identify the 3 “cornerstones” of the program.
After a set time reviewing the site, the reviewer is asked to list the benefits of the program.
After reviewing both sites, the reviewer is asked to identify useful information found in one but not the other site.