Results for UAR

This 5-session class helps students to translate their previous summer experience into future opportunity. The class integrates Design Thinking and career education knowledge and tools to help students reflect, identify, and articulate how their internship experience informs their career related goals and next steps. Participating students will walk away with updated job search tools, industry connections, and increased confidence in their ability to identify and interview for future opportunities. The class is offered as a 1-unit course and is held during Autumn quarter. Students are recommended to have participated in an internship or equivalent experience within the past year.

This 5-session class prepares students to make the most of their summer internship or work experience. Students will use design thinking and career education tools to prepare for success in their summer opportunity. Participating students will be able to hit the ground running on their first day with established goals for the summer, an understanding of how to impress their supervisors and colleagues, awareness of what will help them to thrive personally and professionally, and a plan to convert their summer experience into future opportunities. Taught by Stanford Career Education in collaboration with the Life Design Lab, the class is offered as a 1-unit course and is held during the spring quarter. Students are required to identify and secure their own internship, research, or summer work experience. The class will have 5 course meetings throughout the quarter on the following dates: Tuesdays April 9, April 16, April 23, May 3, and May 7 from 4:30pm to 6:20pm in Building 550, Room 200. (550-200)

For freshmen who participated in the Leland Scholars Program and other students who identify as First Generation and/or Low Income (FLI). This seminar supports students in the first year in the areas of institutional engagement, academic empowerment, their sense of belonging to Stanford, and builds their cohort identity. Please note that this seminar starts on the second week in the quarter.

This course provides an introduction to collaborative college-level research and argumentation. Together we will practice developing research questions; finding appropriate, reliable sources; and synthesizing those sources as part of crafting and presenting a well-reasoned argument. Through class discussions, annotated bibliographies, and, finally, the development and presentation of a collaborative research project poster, we will consider how we can argue convincingly about ideas that truly matter to us across rhetorical situations, whether in the classroom or in broader social contexts.

In this course, we will explore fundamental mathematical concepts necessary for success in Calculus and higher-level mathematics courses at Stanford University, with a focus on how such concepts are used in particular problem-solving contexts in Calculus and beyond. We will engage deeply with the mathematical concepts that form the foundation for problem-solving tools and techniques, so that students fully understand the how and why behind the methods, and are empowered to solve a broad range of problems in mathematics. Note: Course is offered in the summer prior to the start of fall quarter, and only Leland Scholars Program participants will register.

For frosh in expanded advising programs. Techniques for honing academic skills for college, and applying those skills to better define intellectual identity in academic pursuits. May be repeated for credit.

In this course, students will find the space to define their study abroad experience as well as articulate the ways in which their worldview perspectives may have shifted. Therefore, students will engage in deep mutual exchanges and personal introspection about their experiences abroad. Throughout the course, we will define their experience abroad while continually making-meaning as their new perspectives are supported and challenge amongst members of the Stanford community. Students will end the course by crafting action steps for moving forward with the ability to tell their study abroad story in compelling ways that can be applied to personal, social, academic, and professional realms of their lives.

Pathways of Public Service is a 1-2 unit course connected to the Otero Public Service and Civic Engagement (PSCE) Theme Dorm, sponsored by the Haas Center for Public Service at Stanford University. Students will grapple with expanding their conception of PSCE, understanding how their position as Stanford affiliates shapes their interactions in the Bay Area, and having respectful dialogue on complicated topics. Each quarter the course will explore the Haas Center's Pathways of Public Service and Civic Engagement while centering Stanford's Principles of Ethical and Effective Service.

This spring quarter course is designed to support undergraduate (particularly junior-level) students from across the disciplines who are wishing or planning to design a community-engaged capstone or thesis (i.e., Cardinal Capstone) project. The course will introduce students to scholarly resources and practical strategies for designing and implementing scholarly projects aimed at meeting community-identified interests. Through reflection on critical readings, case studies, and community learning and outreach strategies, students will imagine and begin to design action-oriented activities related to their capstone projects, such as policy briefs, service projects, partnership programming, and awareness campaigns. Students will be expected to leave the course with a tangible plan for ethical and effective community partnership as a central part of their capstone or thesis project, including a working relationship with a community organization.

JusticeCorps, an AmeriCorps program, places college students in court-based self-help centers to support unrepresented individuals who need to resolve important civil legal issues such as family, housing, financial and personal safety crises, but who don't have attorneys. Students participating in JusticeCorps will convene to discuss with Stanford Law School faculty legal issues and court processes and will consider the implications for social justice.

This one-unit seminar will expose students to various topics about the AfricannDiaspora. Upperclassmen Pre-Assignees will work closely with Ethnic ThemenAssociates/Resident Fellow to add breadth and depth to their presentations. To receive credit you must attend 7 Theme Programs (not including your own) and fill out Pre-Assignee Evaluations provided by Ethnic Theme Associates. Through the seminar, the pre-assignee group will connect to the Zapata community, develop as resources for the community, and engage in topics that are meaningful to them and their community. This is an OpenXChange offering.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

Frosh 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Frosh 101, upperclass students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

This course will prepare students to lead Frosh 101 and Transfer 101, a discussion style course designed to help first-year students with their transition to Stanford's dynamic campus. This course will expose students to inclusive teaching practices and research on the impact mental health, diversity and inclusion and sense of belonging have on the experiences of undergraduates. This course is the first of two courses that Frosh 101 and Transfer 101 leaders will take. Prerequisite: only students who have applied and accepted to be Frosh 101 and Transfer 101 section leaders can enroll.

This course will provide Frosh 101 and Transfer 101 leaders with the content and facilitator training needed to lead a discussion style course designed to support first-year students in their transition to Stanford's dynamic campus. This course is the second of two courses that Frosh 101 and Transfer 101 leaders will take. Prerequisite: UAR 194A.

Transfer 101 is a student-led, discussion-style course designed to support you as you transition to Stanford's dynamic campus. In Transfer 101, upperclass transfer students help build community and serve as "guides" for the first quarter. Through weekly activities and discussions, they create space for you to establish friendships, gain advice, develop stress-management skills, thrive in a diverse environment, set goals, and reflect in your new community.

In this seminar, designed for seniors graduating in the spring, you will reflect on your Stanford education. By delving deeply into Stanford's academic mission, the liberal arts model, and your own transcript, we will address a variety of questions through a personal and intellectual lens. Every transcript tells a story, both by what's there and what isn't - what story does yours tell? How do you take control of that narrative and articulate to others what your education has done for you? What are you getting from completing your Ways and 180+ units, and how did those academic experiences shape who you have become today? What do you share with other Stanford graduates and alumni? We'll tackle these questions, and together, we'll take a look at the bigger picture - what does it mean to get 'A Stanford Education'?