Results for CARDCOURSES::eng

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/.

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/.

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)

This course is the first half of a two quarter, project-based design course that addresses the cultural, political, organizational, technical, and business issues at the heart of implementing sustainable engineering projects in the developing world. Students will be placed into one of three project teams and tackle a real-world design challenge in partnership with social entrepreneurs and NGOs. In CEE 177X/277X, students will gain the background skills and context necessary to effectively design engineering projects in developing nations. (Cardinal Course certified by the Haas Center). Instructor consent required.

CEE 224X of the CEE 224XYZ SUS Project series is joining forces with D3: Disasters, Decisions, Development to offer D3+SUS which will connect principles of sustainable urban systems with the challenge of increasing resilience in the San Francisco Bay Area. The project-based learning course is designed to align with the Resilient By Design | Bay Area Challenge Collaborative Research Phase (http://resilientbayarea.org); students will learn the basic concepts of resilience and tools of risk analysis while applying those mindsets and toolsets to a collective research product delivered to the RBD community. Students who take D3+SUS are encouraged to continue on to CE 224Y and CEE 224Z, in which teams will be paired with local partners and will develop interventions to improve the resilience of local communities. For more information, visit http://sus.stanford.edu/courses. (Cardinal Course certified by the Haas Center).

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/.

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/.

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)

This course is the first half of a two quarter, project-based design course that addresses the cultural, political, organizational, technical, and business issues at the heart of implementing sustainable engineering projects in the developing world. Students will be placed into one of three project teams and tackle a real-world design challenge in partnership with social entrepreneurs and NGOs. In CEE 177X/277X, students will gain the background skills and context necessary to effectively design engineering projects in developing nations. (Cardinal Course certified by the Haas Center). Instructor consent required.

Students in the class will work in small teams to implement high-impact projects for partner organizations. Taught by the CS+Social Good team, the aim of the class is to empower you to leverage technology for social good by inspiring action, facilitating collaboration, and forging pathways towards global change. Recommended: CS 106B, CS 42 or 142. Class is open to students of all years. May be repeated for credit. Cardinal Course certified by the Haas Center.

Get real-world experience launching and developing your own social impact projects! Students work in small teams to develop high-impact projects around problem domains provided by partner organizations, under the guidance and support of design/technical coaches from industry and non-profit domain experts. Along with support, resources, and community discussion, the class provides an outlet for students to create social change through CS while providing students with experience engaging in the full product development cycle on real-world projects. Prerequisite: CS 147, equivalent experience, or consent of instructors.

Supplemental lab to CS 106B and CS 106X. Students will apply fundamental computer science concepts learned in 106B/X to problems in the social good space (such as health, government, education, and environment). Course consists of in-class activities designed by local tech companies and nonprofits. Corequisite: 106B or 106X.

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.

Data and algorithms are transforming law enforcement and criminal justice, a shift that is ripe for rigorous empirical and narrative exploration. This class is centered around several data-driven projects in criminal justice, with the goal of fostering greater understanding, transparency, and public accountability. Students work in interdisciplinary teams, using a combination of statistical and journalistic methods. Some of the work may be published by news organizations or may be used to advance data journalism investigations. Students with a background in statistics, computer science, law, public policy or journalism are encouraged to participate. Enrollment is limited, and project teams will be selected during the first week of class.

Projects that provide immediate and positive impact on the world. Focus is on global health by learning from experts in this field. Students work on real-world projects with help from members of NGOs and social entrepreneurial companies as part of the hand-on learning experience. Prerequisite: ENGR 40 or EE 122A or CS 106B or consent of instructor.

Seminar and student project course. Explores the medical, social, ethical, and technical challenges surrounding the design, development, and use of technologies that improve the lives of people with disabilities and older adults. Guest lecturers include engineers, clinicians, and individuals with disabilities. Field trips to local facilities, an assistive technology faire, and a film screening. Students from any discipline are welcome to enroll. 3 units for students (juniors, seniors, and graduate students preferred) who pursue a team-based assistive technology project with a community partner - enrollment limited to 24. 1 unit for seminar attendance only (CR/NC) or individual project (letter grade). Total enrollment limited to classroom capacity of 50. Projects can be continued as independent study in Spring Quarter. See http://engr110.stanford.edu/. Designated a Cardinal Course by the Haas Center for Public Service.

This seminar is designed for engineering students who have already committed to an experiential learning program working directly with a community partner on a project of mutual benefit. This seminar is targeted at students participating in the Summer Service Learning Program offered through Stanford¿s Global Engineering Program.

Seminar and student project course. Explores the medical, social, ethical, and technical challenges surrounding the design, development, and use of technologies that improve the lives of people with disabilities and older adults. Guest lecturers include engineers, clinicians, and individuals with disabilities. Field trips to local facilities, an assistive technology faire, and a film screening. Students from any discipline are welcome to enroll. 3 units for students (juniors, seniors, and graduate students preferred) who pursue a team-based assistive technology project with a community partner - enrollment limited to 24. 1 unit for seminar attendance only (CR/NC) or individual project (letter grade). Total enrollment limited to classroom capacity of 50. Projects can be continued as independent study in Spring Quarter. See http://engr110.stanford.edu/. Designated a Cardinal Course by the Haas Center for Public Service.

This seminar is designed for engineering students who have already committed to an experiential learning program working directly with a community partner on a project of mutual benefit. This seminar is targeted at students participating in the Summer Service Learning Program offered through Stanford¿s Global Engineering Program.

This course is a required training for student leaders of the Seeds of Change initiative. This initiative takes an interdisciplinary approach to STEM education, infusing students¿ technical training with leadership training through a lens of gender inequality - bringing together key components of feminist pedagogy, service-learning, and experiential education to create a transformational learning experience. In this three-quarter course (Fall, Winter, Spring), student leaders will: learn the core content featured in the Seeds of Change curriculum, reflect on their experiences as both learners and teachers of this content, hone their own leadership and group facilitation skills, and engage as researchers in the initiative¿s evaluation efforts. NOTE: Instructor Consent Required. Please email kpedersen@stanford.edu *Cardinal Course certified by the Haas Center. See syllabus for adjusted course schedule and times.

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/.

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/.

This course will introduce the design thinking process and skills, and explore unique challenges of solving problems and initiating action for public good. Design skills such as need-finding, insight development, and prototyping will be learned through project work, with a particular emphasis on the elements required to be effective in the social sector. ME101 recommended.

First course of two-quarter capstone sequence. Working in project teams, design and develop an engineering system addressing a real-world problem. Projects are based on themes addressing most pressing needs of human society; for 2017-2018 the theme is clean energy. Learn and utilize industry development process; first quarter focuses on establishing requirements and narrowing to top concept. Second quarter emphasizes engineering analysis, design risk assessment, build, test and iteration. Learn and apply professional communication skills in the areas of speaking, presenting, writing, and listening. This is the first quarter of a 2-quarter course. Students must also enroll in ME 170b; completion of 170b required to earn grade in 170a. Enrollment limited, by application only.

Second course of two-quarter capstone sequence. Working in project teams, design and develop an engineering system addressing a real-world problem. Projects are based on themes, addressing most pressing needs of human society; for 2017-2018 the theme is clean energy. Learn and utilize industry development process; first quarter focuses on establishing requirements and narrowing to top concept, second quarter emphasizes engineering analysis, design risk assessment, build, test and iteration. Learn and apply professional communication skills in the areas of speaking, presenting, writing, and listening.

A project based course for those who would like to use their engineering backgrounds to address real world challenges faced by underserved communities globally. In direct collaboration with an underserved community from a rural village in India, students will develop engineering solutions to the challenge of sanitation and hygiene. Focus will be on working with the community rather than for them. Concepts covered will include designing with what designers care about at the center, articulating and realizing individual and community aspirations, ethics of engaging with underserved communities, and methodology of working sustainably with an underserved community.

Restricted to MS&E majors in their senior year. Students carry out a major project in groups of four, applying techniques and concepts learned in the major. Project work includes problem identification and definition, data collection and synthesis, modeling, development of feasible solutions, and presentation of results. Service Learning Course (certified by Haas Center). Satisfies the WIM requirement for MS&E majors.

Grand challenges of our time will demand entirely new ways of thinking about when, how, and under what conditions organizations are "doing good" and what effects that has. This class will focus on the role of organizations in society, the challenges organizations face in attempting to "do good", limitations to current ways of organizing, and alternative ways to organize and lead organizations that are "good".

In a crisis, national security initiatives move at the speed of a startup yet in peacetime they default to decades-long acquisition and procurement cycles. Startups operate with continual speed and urgency 24/7. Over the last few years they've learned how to be not only fast, but extremely efficient with resources and time using lean startup methodologies. In this class student teams will take actual national security problems and learn how to apply lean startup principles, ("business model canvas," "customer development," and "agile engineering) to discover and validate customer needs and to continually build iterative prototypes to test whether they understood the problem and solution. Teams take a hands-on approach requiring close engagement with actual military, Department of Defense and other government agency end-users. Team applications required in February, see hacking4defense.stanford.edu. Limited enrollment. Course builds on concepts introduced in MS&E 477.

Data and algorithms are transforming law enforcement and criminal justice, a shift that is ripe for rigorous empirical and narrative exploration. This class is centered around several data-driven projects in criminal justice, with the goal of fostering greater understanding, transparency, and public accountability. Students work in interdisciplinary teams, using a combination of statistical and journalistic methods. Some of the work may be published by news organizations or may be used to advance data journalism investigations. Students with a background in statistics, computer science, law, public policy or journalism are encouraged to participate. Enrollment is limited, and project teams will be selected during the first week of class.

There are growing worries that new technologies may eliminate work, increase inequality, and create a large dependent class subsisting on transfers. But can technology instead be turned against itself and used to end poverty? This class explores the sources of domestic poverty and then examines how new technologies might be developed to eliminate poverty completely. We first survey existing poverty-reducing products and then attempt to imagine new products that might end poverty by equalizing access to information, reducing transaction costs, or equalizing access to training. In a follow-up class in the spring quarter, students who choose to continue will select the most promising ideas, continue to develop them, and begin the design task within Stanford¿s new Poverty and Technology Lab.

Will robots, automation, and technology eliminate work and create a large poverty-sticken dependent class? Or will they eliminate poverty, free us from the tyranny of work, and usher in a new society defined by leisure and creative pursuits? This two-quarter class is dedicated to exploring new theories about poverty while at the same time incubating applied technology solutions. The first quarter is devoted to examining the theory of technology-based solutions to poverty, and the second quarter is devoted to planning a viable technology-based product that will reduce poverty. This product may then be built in a follow-up Using Tech for Good (Computer Science 50) class in the first quarter of 2018 (but class participants are not required to take that follow-up class). The course is premised on the view that innovative solutions to poverty will be based on new conversations and an authentic collaboration between Silicon Valley and leaders from education, government, and low-income communities

There are growing worries that new technologies may eliminate work, increase inequality, and create a large dependent class subsisting on transfers. But can technology instead be turned against itself and used to end poverty? This class explores the sources of domestic poverty and then examines how new technologies might be developed to eliminate poverty completely. We first survey existing poverty-reducing products and then attempt to imagine new products that might end poverty by equalizing access to information, reducing transaction costs, or equalizing access to training. In a follow-up class in the spring quarter, students who choose to continue will select the most promising ideas, continue to develop them, and begin the design task within Stanford¿s new Poverty and Technology Lab.

Will robots, automation, and technology eliminate work and create a large poverty-sticken dependent class? Or will they eliminate poverty, free us from the tyranny of work, and usher in a new society defined by leisure and creative pursuits? This two-quarter class is dedicated to exploring new theories about poverty while at the same time incubating applied technology solutions. The first quarter is devoted to examining the theory of technology-based solutions to poverty, and the second quarter is devoted to planning a viable technology-based product that will reduce poverty. This product may then be built in a follow-up Using Tech for Good (Computer Science 50) class in the first quarter of 2018 (but class participants are not required to take that follow-up class). The course is premised on the view that innovative solutions to poverty will be based on new conversations and an authentic collaboration between Silicon Valley and leaders from education, government, and low-income communities

Data and algorithms are transforming law enforcement and criminal justice, a shift that is ripe for rigorous empirical and narrative exploration. This class is centered around several data-driven projects in criminal justice, with the goal of fostering greater understanding, transparency, and public accountability. Students work in interdisciplinary teams, using a combination of statistical and journalistic methods. Some of the work may be published by news organizations or may be used to advance data journalism investigations. Students with a background in statistics, computer science, law, public policy or journalism are encouraged to participate. Enrollment is limited, and project teams will be selected during the first week of class.