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BIOE 374A: Biodesign Innovation: Needs Finding and Concept Creation (ME 368A, MED 272A)

In this two-quarter course series (BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new medtech products to address them, and plan for their development into patient care. During the first quarter (winter 2017), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2017), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent medtech experts and investors. Class sessions include faculty-led instruction and case demonstrations, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of more than 40 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win | Units: 4

CEE 224Z: Sustainable Urban Systems Project

Sustainable Urban Systems (SUS) Project is a project-based learning experience being piloted for an upcoming new SUS M.S. Program within CEE. Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered throughout the academic year and may span multiple quarters. Students are expected to interact with professionals and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. To view project descriptions and apply, visit http://sus.stanford.edu/courses/.
Terms: Spr | Units: 3-5

CEE 277S: Design for a Sustainable World (CEE 177S)

Technology-based problems faced by developing communities worldwide. Student groups partner with organizations abroad to work on concept, feasibility, design, implementation, and evaluation phases of various projects. Past projects include a water and health initiative, a green school design, seismic safety, and medical device. Admission based on written application and interview. See http://esw.stanford.edu for application. (Staff)
Terms: Spr | Units: 1-5 | Repeatable 3 times (up to 15 units total)
Instructors: ; Mitch, W. (PI)

CS 377E: Designing Solutions to Global Grand Challenges

In this course we creatively apply information technologies to collectively attack Global Grand Challenges (e.g., global warming, rising healthcare costs and declining access, and ensuring quality education for all). Interdisciplinary student teams will carry out need-finding within a target domain, followed by brainstorming to propose a quarter long project. Teams will spend the rest of the quarter applying user-centered design methods to rapidly iterate through design, prototyping, and testing of their solutions. This course will interweave a weekly lecture with a weekly studio session where students apply the techniques hands-on in a small-scale, supportive environment.
Terms: Spr | Units: 3-4
Instructors: ; Landay, J. (PI)

CS 402: Beyond Bits and Atoms: Designing Technological Tools (EDUC 236)

Practicum in designing and building technology-enabled curricula and hands-on learning environments. Students use software toolkits and state-of-the-art fabrication machines to design educational software, educational toolkits, and tangible user interfaces. The course will focus on designing low-cost technologies, particularly for urban school in the US and abroad. We will explore theoretical and design frameworks from the constructionist learning perspective, critical pedagogy, interaction design for children.
Terms: Win | Units: 3-4

CS 402L: Beyond Bits and Atoms - Lab (EDUC 211)

This course is a hands-on lab in the prototyping and fabrication of tangible technologies, with a special focus in learning and education. We will learn how to use state-of-the-art fabrication machines (3D printers, 3D scanners, laser cutters, routers) to design educational toolkits, educational toys, science kits, and tangible user interfaces. A special focus of the course will be to design low-cost technologies, particularly for urban school in the US and abroad.
Terms: Win | Units: 1-3

EARTHSYS 289A: FEED Lab: Food System Design & Innovation

FEED Lab is a 3-4 unit introductory course in design thinking and food system innovation offered through the FEED Collaborative. Targeted at graduate students interested in food and the food system, this course provides a series of diverse, primarily hands-on experiences (design projects with industry-leading thinkers, field work, and collaborative leadership development) in which students both learn and apply the process of human-centered design to projects of real consequence in the food system. The intent of this course is to develop students' creative confidence, collaborative leadership ability, and skills in systems thinking to prepare them to be more effective as innovators and leaders in the food system. This course is mandatory for any student wishing to qualify for the FEED Collaborative's summer Leadership and Innovation Program, in which select students participate in full-time, paid, externship roles with collaborating thought-leaders in the industry. Admission is by application: http://feedcollaborative.org/classes/.
Terms: Win | Units: 3-4
Instructors: ; Dunn, D. (PI); Rothe, M. (PI)

EDUC 303: Designing Learning Spaces

Project-based. How space shapes personal interactions and affords learning opportunities In formal and informal settings. How to integrate learning principles into the design of spaces and develop a rubric to assess the impact on learning.
Terms: Spr | Units: 3-4
Instructors: ; Forssell, K. (PI)

EDUC 391: Engineering Education and Online Learning (ENGR 391)

A project based introduction to web-based learning design. In this course we will explore the evidence and theory behind principles of learning design and game design thinking. In addition to gaining a broad understanding of the emerging field of the science and engineering of learning, students will experiment with a variety of educational technologies, pedagogical techniques, game design principles, and assessment methods. Over the course of the quarter, interdisciplinary teams will create a prototype or a functioning piece of educational technology.
Terms: Spr | Units: 3

ENGR 281: d.media 4.0 - Designing Media that Matters

The combination of always-on smartphones, instant access to information and global social sharing is changing behavior and shifting cultural norms. How can we design digital experiences that make this change positive? Join the d.media team and find out! This course is project-based and hands-on. Three projects will explore visual design, interaction design and behavioral design all in the context of today's technology landscape and in service of a socially positive user experience. See http://dmedia.stanford.edu, Admission by application. See dschool.stanford.edu/classes for more information.
Terms: Win | Units: 2-3
Instructors: ; Allen, E. (PI)

ENGR 350: Data Impact Lab

In this lab, multi-disciplinary teams of students tackle high-impact, unsolved problems for social sector partners. Teams receive mentorship and coaching from Stanford faculty, domain experts, and data science experts from industry. Sample projects include innovations for: poverty alleviation in the developing world, local government services, education, and healthcare. Limited enrollment; application required. May be repeated for credit. See http://datalab.stanford.edu for more information.
Terms: Aut, Win, Spr, Sum | Units: 1-6

ENVRES 290: Capstone Project Seminar in Environment and Resources

Required for and limited to E-IPER Joint M.S. students. Propose, conduct and publicly present final individual or team projects demonstrating the integration of professional (M.B.A., J.D., or M.D.) and M.S. in Environment and Resources degrees. Presentation and submission of final product required. 3 total units required; can all be taken during one quarter or divided over two sequential quarters.
Terms: Aut, Win | Units: 1-3 | Repeatable 2 times (up to 6 units total)

ENVRES 380: Collaborating with the Future: Launching Large Scale Sustainable Transformations

This project-based d.school class combines Design Thinking with Systems Thinking, with the goal of designing interventions to large scale, complex and systemic challenges. This class draws from System theory, Behavioral Sciences, elements of Diffusion Theory, and a methodology for scaled transformation. Tools and theories introduced in class will be used to structure large-scale transformations that simultaneously create value on environmental, societal, and economic fronts. This is a project-based class involving team-based, real world challenges that are all complex and scaled. Primarily meant for Graduate Students (especially qualified/motivated Seniors will be considered). Admission to the class is through an application process through the d.school. Please find instructions and applications at the d.school class applications website.
Terms: Spr | Units: 3-4

IPS 274: International Urbanization Seminar: Cross-Cultural Collaboration for Sustainable Urban Development (CEE 126, EARTHSYS 138, URBANST 145)

Comparative approach to sustainable cities, with focus on international practices and applicability to China. Tradeoffs regarding land use, infrastructure, energy and water, and the need to balance economic vitality, environmental quality, cultural heritage, and social equity. Student teams collaborate with Chinese faculty and students partners to support urban sustainability projects. Limited enrollment via application; see internationalurbanization.org for details. Prerequisites: consent of the instructor(s).
Terms: Aut | Units: 4-5
Instructors: ; Chan, D. (PI); Hsu, K. (PI)

ME 206A: Entrepreneurial Design for Extreme Affordability

Project course jointly offered by School of Engineering and Graduate School of Business. Students apply engineering and business skills to design product prototypes, distribution systems, and business plans for entrepreneurial ventures in developing countries for a specified challenge faced by the world's poor. Topics include user empathy, appropriate technology design, rapid prototype engineering and testing, social technology entrepreneurship, business modeling, and project management. Weekly design reviews; final course presentation. Industry and adviser interaction. Limited enrollment via application; see extreme.stanford.edu
Terms: Win | Units: 4

ME 206B: Entrepreneurial Design for Extreme Affordability

Part two of two-quarter project course jointly offered by School of Engineering and Graduate School of Business. Second quarter emphasizes prototyping and implementation of specific projects identified in first quarter. Students work in cross-disciplinary project teams. Industry and adviser interaction, weekly design reviews; final course presentation. Prerequisite: 206A.n(Jointly offered as GSB OIT333B) Design Institute class; see http://dschool.stanford.edu.
Terms: Spr | Units: 4

ME 368B: Biodesign Innovation: Concept Development and Implementation (BIOE 374B, MED 272B)

In this two-quarter course series (BIOE 374A/B, MED 272A/B, ME 368A/B, OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new medtech products to address them, and plan for their development into patient care. During the first quarter (winter 2017), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2017), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent medtech experts and investors. Class sessions include faculty-led instruction and case demonstrations, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of more than 40 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr | Units: 4

OIT 333: Design for Extreme Affordability

This course is a Bass Seminar. Project course jointly offered by School of Engineering and Graduate School of Business. Students apply engineering and business skills to design product or service prototypes, distribution systems, and business plans for entrepreneurial ventures that meet that challenges faced by the world's poor. Topics include user empathy, appropriate technology design, rapid prototype engineering and testing, social technology entrepreneurship, business modeling, and project management. Weekly design reviews; final course presentation. Industry and adviser interaction. Limited enrollment via application; see http://extreme.stanford.edu/index.html for details.
Terms: Win | Units: 4

OIT 334: Design for Extreme Affordability

This course is a Bass Seminar. Project course jointly offered by School of Engineering and Graduate School of Business. Students apply engineering and business skills to design product or service prototypes, distribution systems, and business plans for entrepreneurial ventures that meet that challenges faced by the world's poor. Topics include user empathy, appropriate technology design, rapid prototype engineering and testing, social technology entrepreneurship, business modeling, and project management. Weekly design reviews; final course presentation. Industry and adviser interaction. Limited enrollment via application; see http://extreme.stanford.edu/index.html for details.
Terms: Spr | Units: 4

OIT 384: Biodesign Innovation: Needs Finding and Concept Creation

In this two-quarter course series (OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new medtech products to address them, and plan for their development into patient care. During the first quarter (winter 2017), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2017), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent medtech experts and investors. Class sessions include faculty-led instruction and case demonstrations, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of more than 40 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Win | Units: 4

OIT 385: Biodesign Innovation: Concept Development and Implementation

In this two-quarter course series ( OIT 384/5), multidisciplinary student teams identify real-world unmet healthcare needs, invent new medtech products to address them, and plan for their development into patient care. During the first quarter (winter 2017), students select and characterize an important unmet healthcare problem, validate it through primary interviews and secondary research, and then brainstorm and screen initial technology-based solutions. In the second quarter (spring 2017), teams select a lead solution and move it toward the market through prototyping, technical re-risking, strategies to address healthcare-specific requirements (regulation, reimbursement), and business planning. Final presentations in winter and spring are made to a panel of prominent medtech experts and investors. Class sessions include faculty-led instruction and case demonstrations, coaching sessions by industry specialists, expert guest lecturers, and interactive team meetings. Enrollment is by application only, and students are expected to participate in both quarters of the course. Visit http://biodesign.stanford.edu/programs/stanford-courses/biodesign-innovation.html to access the application, examples of past projects, and student testimonials. More information about Stanford Biodesign, which has led to the creation of more than 40 venture-backed healthcare companies and has helped hundreds of student launch health technology careers, can be found at http://biodesign.stanford.edu/.
Terms: Spr | Units: 4

STRAMGT 328: Social Ventures Practicum

The Social Ventures Practicum is an experiential learning course for student teams actively working to launch a social venture (nonprofit or for-profit or tbd).n nDesigned as a follow-on to ideation courses such as STRAMGT 356: Startup Garage or the Design for Extreme Affordability sequence, this course will focus on the business planning needed to launch your venture.n nIn weekly sessions through Winter Quarter, teams will work through topics unique to social ventures (e.g. mission, theory of change, impact measurement) as well as topics common to any venture, e.g. product/service market fit, business/economic model, financial planning, early stage financing, logistics, sales/distribution, and board/talent development. Each team will receive significant one-on-one coaching from the instructors, as well as opportunities to share their work with peers and learn from/present to guest speakers.n nTeams will emerge with a solid business and impact model, ready to raise their first round of seed funding. This course will prepare students for the Stanford Social Innovation Fellowship, Echoing Green, and other similar post-graduate funding opportunities.n nThe course will assume a level of familiarity with key social impact frameworks, so students are encouraged to take another social innovation course or to have prior experience working with mission and theory of change.
Terms: Win, Spr | Units: 3
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