Results for ENVRES

Preference to graduate students and senior undergraduates in environmental, natural and social sciences, engineering, journalism. Students help produce and publish SAGE, an eco advice column, by choosing, researching, and answering questions about sustainable living submitted by Stanford alumni and the general public. Prerequisite: admission by application, available from instructor, thayden@stanford.edu. (Meets Earth Systems WIM requirement).

For E-IPER Ph.D and Joint M.S. students only. Weekly presentations of E-IPER students' research and other program-related projects. Occasional guest speakers. Individual or team presentation, active participation, and regular attendance required for credit. May be taken for credit a maximum of two times.

In this course we will examine a range of issues related to the collection and analysis of survey data. Topics will include initiating a survey, designing an instrument, conducting enumeration, converting data from questionnaires to digital files, data analysis, empirical modeling and presenting results. Technical components will also be highly focused on application and implementation, and while prior training in econometrics would be useful, it will not be a prerequisite. The course will be tailored so that some of the specific topics covered will be based on the needs and interests of the students.

Mobilizing successful conservation efforts to mitigate climate change and preserve both local and global ecosystems requires a new way of thinking. This course will investigate the barriers to pro-environmental behavior and the heuristics and biases that cloud our ability to respond effectively to environmental problems, using insights from behavioral economics, neuroeconomics, and environmental risk perception. Emphasis on interdisciplinary applications of recent research, and implications for environmental policymaking and persuasive messaging.

This interdisciplinary course presents an overview of environmental governance through an examination of how and why societies manage the relationships between human beings and the natural world. By comparing regulatory, community-based, and incentive-based environmental management systems, we address why certain environmental problems are managed as they are, and what approaches to environmental management are more (or less) successful. Designed for graduate students and upper-level undergraduates with some exposure to both the natural sciences (ecology/environmental chemistry), and the social sciences (anthropology, economics, political science, or sociology). A pre-course incoming survey is required.

Research seminar. Evaluation of the technologies and business model innovations that are transforming our transportation system. Study of existing examples like Tesla, Uber, Lyft, Rideshare, ZipCar, the Google self-driving car, Urban Engines. Identification of additional technologies, business model changes, and economic productivity opportunities to reduce fuel/energy use, increase asset utilization, reduce congestion and accidents. Part of a year long sequence that will lead to pilots jointly with companies to test new innovations. Students are encouraged but not required to enroll in the entire sequence which will include pilot design in the winter and pilot launch in the spring with potential option for summer internships at participating companies. Prerequisite: innovation, engineering, or modeling course.

Pilot project workshop course. Building on fall quarter transportation research seminar, this course will develop a set of pilot projects jointly with transport companies (uber, Caltrain, Hovee, etc), cities (SF, Palo Alto, Mountain View), and large employers (Google, Apple, Facebook, Stanford). Pilots will incorporate technologies and business model innovations that are transforming our transportation system such as ride, car, and bike sharing, transit apps and intermodal optimization, electric vehicles, and demand management programs. Pilots will test economics, user behavior and choices, incentive systems, and new business models. Goal is to identify and scale opportunities to improve transport economic productivity, increase convenience and choice/flexibility, reduce fuel/energy use, increase asset utilization, reduce congestion and accidents, broaden access and simplify commuting. Part of a year long sequence but open to new students - no prerequisites. Spring quarter class will launch and assess pilots and create options for internships in companies to scale projects.

Research seminar. Evaluation of the technologies, regulatory frameworks, and business models that are starting to transform power systems. Examination of the technical characteristics and economics of distributed solar generation, storage, demand response, and grid management. Investigation of how policy and regulation can inhibit or accelerate deployment of new generation and demand-side resources. Participants will identify >10 utilities who could target meeting 35% of their energy needs through a combination of distributed solar, storage, and demand response. First part of a year-long sequence that will create real-world test beds for innovations that can address major resource challenges - in this case, the changing power system. The entire sequence will include identifying utility pilot sites in the fall, securing utility participation and then engaging in pilot design in the winter, launching pilots in the field in the spring, and the option for summer internships at participating utilities. Enrollment by application only and limited to 12 Masters and PhD students. Recommended Prerequisites: ENERGY 102, CEE 173, CEE 207, EARTHSYS 103 (or other energy technology background).

Research seminar -- continuation of ENVRES 265 and 266. As part of Stanford¿s ¿Energy Transformation Collaborative¿, participants implement pilot projects in cooperation with utility partners and with the support of technology providers, policy makers and NGOs. Projects include applications of distributed solar generation, storage, demand response, energy efficiency and grid operations. This course is the third part of a year-long sequence designed to create real-world test beds for innovations that can address major resource challenges - in this case, the changing power system. The pilots will be launched in the field in the spring, with the potential for summer internships at participating utilities. Results will be documented and published so that learning can be shared and innovative solutions can be replicated by others. Enrollment available to ENVRES 266 participants only (or by special permission from instructor).

Opportunity for E-IPER students to pursue areas of specialization in an institutional setting such as a laboratory, clinic, research institute, governmental agency, non-governmental organization, or multilateral organization. Meets US CIS requirements for off-campus employment with endorsement from designated school official.

Seminar focused on one of the world's oldest industries: mining. Mining is a major industrial process that underpins the provision of many of the resources that we use in our daily lives; it is also a process that has defined landscapes and communities in sometimes positive and often negative ways. Mining is often neglected in balanced discussions of resource use and sustainability, and this course aims to give students context to help ensure that its lessons are not forgotten.

(Graduate students register for COMM / ENVRES 277C.) Practical, collaborative, writing-intensive course in science-based environmental journalism. Science and journalism students learn how to identify and write engaging stories about environmental issues and science, how to assess the quality and relevance of environmental news, how to cover the environment and science beats effectively, and how to build bridges between the worlds of journalism and science. Limited enrollment: preference to journalism students and students in the natural and environmental sciences. Prerequisite: COMM 104, ENVRES 200 or consent of instructor. Admissions by application only, available from thayden@stanford.edu.

For E-IPER Joint M.S. students only. This course functions as a gateway for E-IPER Joint M.S. students to learn about the variety of environmental science conducted by the program's affiliated faculty. Topics include oceans, green chemistry, water policy, energy, and others. Students engage in problem solving related to the application of science to business, law, and the conservation of natural resources.

Required for 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.

Examination of environmental, energy and natural resource management problems through the lens of economics, with an emphasis on hands-on practical problem-solving. Topics include market failure, cost-benefit analysis, finance, risk & uncertainty, non-market valuation, regulation, green accounting, rent, renewable resources, exhaustible resources, including energy, and biodiversity. Prerequisite: proficiency in multivariate calculus. Knowledge of basic microeconomics helpful but not essential. Open only to PhD students.

Required core course for first year E-IPER Ph.D. students; optional for Joint M.S. students; other graduate students with instructor's permission. Series of faculty presentations and student-led discussions on interdisciplinary research design as exemplars of the research design theories discussed in ENVRES 320. Designing Environmental Research. Topics parallel the ENVRES 320 syllabus. Corequisite: ENVRES 320.

Required core course restricted to first year E-IPER Ph.D. students. Research design options for causal inference in environmentally related research. Major philosophies of knowledge and how they relate to research objectives and design choices. Identification of critical elements within a broad range of research designs. Evaluation of the types of research questions for which different designs are suited, emphasizing fit between objectives, design, methods, and argument. Development of individual research design proposals, including description and justification understandable to a non-specialist.

Required core course for first year E-IPER Ph.D. students. How to develop and implement interdisciplinary research in environment and resources. Assignments include development of research questions, a preliminary literature review, and a summer funding proposal. Course is structured on peer critique and student presentations of work in progress. Corequisite: ENVRES 398 with a faculty member chosen to explore a possible dissertation topic.

Restricted to second year E-IPER PhD students only. Actively pursue one or more writing goals relevant to this stage in their graduate studies in a structured setting. Set specific writing goals, create and follow a plan for reaching these goals, and receive substantive feedback on their written products from their peers. Examples of writing products include, but are not limited to, the student¿s dissertation proposal, E-IPER Fields of Inquiry essay, a literature review, or a grant or fellowship application. By the end of the course, students are expected to have completed or have made substantial progress toward their writing goal.

This project-based d.school class combines Design Thinking Processes, Behavioral Sciences, and elements of Diffusion Theory. Tools and theories introduced in class will be used to structure large-scale transformations that simultaneously create value on environmental, societal, and economic fronts. We encourage students to use this class as a launching pad for real initiatives. Primarily meant for Graduate Students. (Especially qualified/motivated Seniors will be considered). Admission to the class is through an application process which ends on March 3.nPlease find instructions and applications at https://dschool.stanford.edu/groups/largetransformations/.

Under supervision of an E-IPER affiliated faculty member on a subject of mutual interest. Joint M.S. students must submit an Independent Study Agreement for approval.

For advanced graduate students. Under supervision of an E-IPER affiliated faculty member. Joint M.S. students must submit an Independent Study Agreement for approval.

For Ph.D. students only. Under supervision of an E-IPER affiliated faculty member.

A starting point in multimedia storytelling for graduate students who are actively involved in research. Students gain project-based experience in still photography, audio podcasting, online slideshows and web video production and editing, enabling them to record and report their own research stories from the lab and field. Enrollment limited, consent of the instructor required.

Practical survey of the agriculture industry with a focus on the US. Speakers are agricultural practitioners, including executives from commercial farming, agriculture private equity funds, agricultural equipment and seed suppliers, food marketing and retail companies, and novel early-stage ag tech companies. By the end, students will have a high-level grasp of real-world agricultural operations from planting, to harvest, to retail sales in the grocery store and obtain a greater understanding/appreciation of the food we eat every day. May be repeated for credit.

Research seminar. Based on evaluation of the technologies, regulatory frameworks, and business models that are starting to transform power systems undertaken in ENVRES 265, participants in this course will design pilot projects to be implemented in cooperation with utility partners and with the support of technology providers, policy makers and NGOs. Pilot projects may include applications of distributed solar generation, storage, demand response, and grid operations. This course is the second part of a year-long sequence that will create real-world test beds for innovations that can address major resource nchallenges - in this case, the changing power system. The pilots designed in this course will be launched in the field in the spring, with the option for summer internships at participating utilities. Results will be documented and published so that learning can be shared and innovative solutions can be replicated by others. Enrollment by application only and limited to 16 Masters and PhD students. Required prerequisite: ENVRES 265 (or by special permission from instructor).