Results for PUBLPOL

Public Policy 1 is an introduction to the wide range of fields and methods used in Public Policy analysis including economics, political science, social psychology, justice, ethics and organizations. The course will have weekly speakers who will provide examples of policy analysis from a variety of perspectives. Attendance mandatory.

Each class will be focused on a different topic and have guest speakers. This class will be open to students, faculty and staff to attend and also be recorded. Deep disagreement pervades our democracy, from arguments over immigration, gun control, abortion, and the Middle East crisis, to the function of elite higher education and the value of free speech itself. Loud voices drown out discussion. Open-mindedness and humility seem in short supply among politicians and citizens alike. Yet constructive disagreement is an essential feature of a democratic society. This class explores and models respectful, civil disagreement. Each week features scholars who disagree - sometimes quite strongly - about major policy issues. Students will have the opportunity to probe those disagreements, understand why they persist, and to improve their own understanding of the facts and values that underlie them.

Should the U.S. close its border to immigrants? What are the ramifications of income inequality? How has COVID-19 changed life as we know it? Why are Americans so politically polarized? How can we address racial injustice? As the 2020 election approaches, faculty members from across Stanford will explore and examine some of the biggest challenges facing society today. Each week will be dedicated to a different topic, ranging from health care and the economy to racial injustice and challenges to democracy. Faculty with expertise in philosophy, economics, law, political science, psychology, medicine, history, and more will come together for lively conversations about the issues not only shaping this election season but also the nation and world at large. There will also be a Q&A following the initial discussion. Attendance and supplemental course readings are the only requirements for the course.

What causes financial crises? What are the keys to anticipating, preventing, and managing disruptions in the global financial system? This course prepares students to navigate future episodes as policymakers, finance professionals, and citizens by going inside the practical decisions made in an unfolding crisis, from the U.S. government and IMF to the boardroom and trading floor. Students will learn warning signs of distress; market structures that govern crisis dynamics; strategic interactions among the key actors; and lessons learned for creating a more resilient system. Concepts will be applied to real-world experiences in emerging market crises, the U.S. housing and global financial crisis, the European sovereign crisis, and as well the extraordinary fiscal and central bank responses to the COVID-19 crisis.

Spending by federal, state, and local governments accounts for about one-third of U.S. GDP and governments employ more than one-in-seven workers in the U.S. For most U.S. residents, government is represented by a complicated web of federal, state, and local policies. There is an increasingly contentious debate about the proper role of the government and regarding the impact of specific government policies. This debate is rarely grounded in a common set of facts. In this seminar, we will explore how each level of government interacts with U.S. residents through government services, public programs, taxes, and regulations. We will examine financial results for different levels of government while considering the net effects of government intervention on the health and economic well-being of individuals and families. Particular attention will be paid to certain sectors (e.g. education, health care, etc.) and to certain groups (e.g. those in poverty, the elderly, etc.). Along the way we will accumulate a set of metrics to assess the performance of each level of government while highlighting the formidable challenges of such an exercise. Prerequisite: Econ 1.

Preference to Frosh/Sophomores. This course will provide an introduction to local government, focusing initially on the purpose, functions, and structure of local government through a weekly speaker series featuring experts and officials in local government. The second half of the course will focus on specific policy areas such as environment, social justice, and affordable housing, where speakers involved with the local government initiatives explored in each unit will discuss their experiences with the class. Students will also have the opportunity to simulate a City Council meeting and learn how they can get involved in their local government. This course is the first part in a project-based learning series running through Winter and Spring Quarters. Students who take this class can apply for a position on a team working on a predetermined project for local governments around the Bay Area during Spring Quarter. Students accepted into the project-based learning experience will attend weekly training sessions during the second half of Winter Quarter in addition to normal class sessions to prepare for their projects. You can enroll in the Winter course without participating in the Spring class/project.To earn credit, students must attend at least 8 of the 10 meetings in the speaker series, complete the two assignments, and actively participate in the simulation. Students will be allowed up to two excused absences. (Cardinal Course certified by the Haas Center)

This course introduces the theories of consumers, producers, and markets, and uses these concepts to understand how people make complex economic decisions in the real world. By the end of the course, students will be familiar with core microeconomic models and be able to use them with real-world applications related to government spending, taxation, and welfare programs. The goal of the course is for students to learn how microeconomists think and approach economic problems. Prerequisites: ECON 1 and MATH 20 or equivalent.

The seminar will provide an introduction and discussion of the impact of public policy on personal finance. Voters regularly rate the economy as one of the most important factors shaping their political views and most of those opinions are focused on their individual bottom lines. In this course we will discuss the rationale for different public policies and how they affect personal financial situations. We will explore personal finance issues such as taxes, loans, charity, insurance, and pensions. Using the context of (hypothetical) personal finance positions, we will discuss the public policy implications of various proposals and how they affect different groups of people, for example: the implications of differential tax rates for different types of income, the promotion of home ownership in the U.S., and policies to care for our aging population. While economic policy will be the focus of much of the course, we will also examine some of the implications of social policies on personal finance as well. There will be weekly readings and several short policy-related writing assignments.

This seminar/practicum will invite students to ¿roll up our sleeves¿ and deliver concrete recommendations for making ethical decision-making accessible to ordinary citizens rather than just determined by corporate giants, law makers or academic experts. We will explore practical approaches to the following questions: How can we make ethical decision-making accessible to ordinary citizens in a complex world of technology, biology and even space exploration? How can we incentivize citizens to care about integrating ethics into their decision-making? How do we each have ethical power in society even where economic and technological control lie with tech giants and lodged in the brains of experts? What, if anything, is different about citizens¿ sense of moral responsibility in society today (and how has technology contributed to shifting views)? How can we develop an ethics barometer¿soliciting the views, and facilitating the influence of, ordinary citizens on key ethical questions outside of normal channels like voting and individual engagement with social media? The course will consider a number of cutting-edge topics from Covid-19 and gene editing and long-standing challenges such as racism. Highly interactive course. Very short papers and teamwork along the way in lieu of final paper or exam. 3 credits (option C/NC for students not wishing WAYS credit). Will be offered on-line Spring 2021.

This seminar provides an in-depth analysis of the role of California state agencies and Western energy organizations in driving energy policy development, technology innovation, and market structures, in California, the West and internationally. The course covers three areas: 1) roles and responsibilities of key state agencies and Western energy organizations; 2) current and evolving energy and climate policies; and 3) development of the 21st century electricity system in California and the West. The seminar will also provide students a guideline of what to expect in professional working environment.

This one-unit lecture series explores potential careers in public service, including roles in government as well as in many other organizations; such as nonprofits, foundations, corporations, and arts organizations that help shape public policy and civic life. Each week, a guest speaker will introduce students to his or her organization and role, describe some of the key intellectual issues and current policy challenges, discuss career paths and skills crucial for the job, and help students reflect on possible connections between this work and their studies at Stanford. In an interactive concluding session, students will participate in a career assessment activity, reflect on possible next steps, and learn about other opportunities to explore public service at Stanford. This course is open to all students, including not only those studying political science or public policy, but also the arts, humanities, sciences, and engineering. It is co-sponsored by the School of Humanities and Sciences and Stanford in Government (SIG).

How do I translate my interests and skills into a career in public service and social impact? This course will introduce you to a wide range of roles that help shape public policy and civic life, including government, education, nonprofits, social enterprises, and arts/media. It can be taken for one or two units. For one unit, you participate in a weekly, interactive speaker series designed to give you a sense for what different public service careers are like. Each week, guests describe their organizations and roles, highlight key intellectual issues and policy challenges, discuss their career paths, and describe skills crucial for the job. For a second unit, you participate in a hands-on weekly session designed to help you translate this knowledge into action. You will identify roles and organizations that might be a good match for you, build your network through informational interviewing, receive career coaching, and acquire the tools you need to launch your job or internship search. This course is intended for all students and all majors. Course content will be relevant to students soon entering the job market as well as those facing choices about courses of study and internships. Class sessions will be 60 minutes. This course is co-sponsored by the Haas Center for Public Service, the School of Humanities and Sciences, and Stanford in Government. Students taking the course for one unit (Tuesday lecture) must enroll in the -01 course option, and students taking the course for two units (Tuesday lecture and Thursday seminar) must enroll in the -02 course option. IR approved.

This course is designed to give Stanford undergraduates an introduction to civil-military relations, leadership development, and operational aspects of American foreign policy. Admitted undergraduates will be mentored by a distinguished leader from the Air Force, Army, CIA, Coast Guard, FBI, Marine Corps, Navy, Space Force, or State Department for the Fall, Winter, and Spring quarters of the 2023-24 academic year. Participation in all three quarters is required. These military leaders, diplomats, and intelligence professionals are part of the Hoover Institution's National Security Affairs Fellows program. The scheduled class time will be used for group activities, lectures from the National Security Affairs Fellows on their experiences in the U.S. government, small group meetings with mentees and mentors, and special sessions with senior American foreign policy leaders. At the end of each quarter, students write short reflection papers. No expertise in international affairs is necessary to apply and all majors are welcome. Selection is based on academic excellence, extracurricular leadership, and interest in international affairs. The program is directed by Dr. Amy Zegart. To apply, send a cover letter and resume to hoovernsaf@stanford.edu by September 6, 2023.

American democracy faces a series of unprecedented challenges. This course will identify the greatest areas of weakness in the American political system, make sense of the most pressing threats facing democracy, and contemplate how democracy can be strengthened. With this them - in defense of democracy - in mind, we will examine several questions: What guiding principles, norms, and institutions organize and structure American politics, and how do they affect the health and effectiveness of American democracy? What do patterns of political participation and representation in the United States tell us about the health of our democracy? How do partisan and social identities breed hostility and antagonism among the mass public? How does information from the media and other sources advance or frustrate democratic outcomes? What does increased violence - political, racially motivated, or otherwise - reveal about the trajectory of democracy in the United States? This is a course built on the science of politics, and our aim is to bring the scientific study of politics to bear on these pressing questions.

Justice, as we use the term in this class, is a question about social cooperation. People can produce much more cooperatively than the sum of what they could produce as individuals, and these gains from cooperation are what makes civilization possible. But on what terms should we cooperate? How should we divide, as the philosopher John Rawls puts it, "the benefits and burdens of social cooperation"? Working primarily within the Anglo-American philosophical tradition, we'll discuss different answers to this big question as a way to bring together some of the most prominent debates in modern political philosophy. We'll study theories including utilitarianism, libertarianism, classical liberalism, and egalitarian liberalism, and we'll take on complex current issues like reparations for racial injustice, the gender pay gap, and responses to climate change. This class is meant to be an accessible entry point to political philosophy. No experience with political science or philosophy is required or assumed, and we will spend time on the strategy of philosophy as well: understanding how our authors make their arguments to better respond to them and make our own.

Public service is private action for the public good, work done by individuals and groups that aims at some vision of helping society or the world. This course examines some of the many ethical and political questions that arise in doing public service work, whether volunteering, service learning, humanitarian endeavors overseas, or public service professions such as medicine, teaching, or even "ethical investing" and "ethical entrepreneurship." What motives do people have to engage in public service work? Are self-interested motives troublesome? What is the connection between service work and justice? Should the government or schools require citizens or students to perform service work? Is mandatory service an oxymoron?

This seminar-style course will explore additional foundational readings on organizational ethics (business, non-profit, and governmental organizations) and policy ethics. Themes will include, among others: AI and policy considerations; social media and policy considerations; race and police brutality incidents; national security (including cyber threats); the Iran nuclear agreement; non-profit organizations in the policy and US landscape; and various corporate matters. Organizing themes include, among others: ethics of leadership; ethics of persuasion and compromise; influence of bias in organizational and policy ethics; ethics of social movements; discrepancies between discourse and action; emotion and ethics; and interpreting and explaining ethics. In addition, the course will offer training in a wide variety of skills for effective communication of ethics for policy purposes (developing succinct arguments, presentations, website discourse, commenting in meetings and conferences, interviews, statement of personal views, interacting with the media and social media, and mapping complex ethical analysis). Most of the assignments allow students flexibility to explore topics of their choice. The objective is to engage actively and improve skills in a supportive environment. A short, analytically rigorous final paper in lieu of final exam. Attendance required. Grading will be based on short assignments, class participation, and the short final paper. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. Students wishing to take the course who are unable to sign up within the enrollment limit should contact Dr. Susan Liautaud at susanl1@stanford.edu. Distinguished Career Institute Fellows are welcome and should contact Dr. Susan Liautaud directly at susanl1@stanford.edu. This three-credit seminar accompanies PUBLPOL 134 Ethics on the Edge but can also be taken as a stand-alone course. *Please note the course is being offered for two units and therefore is ineligible for Ways credit in the 2019-20 academic year. Please note that this course will require one make-up evening session on a Monday, Tuesday or Wednesday in April in lieu of the final class session the first week of June, so the course ends before Memorial Day.

This course will explore changing notions of truth in a world in which technology, global risks, and societal developments are blurring the boundaries of humanity and boring through traditional notions of nation states, institutions, and human identity. It will also offer a parallel journey to consider truth in your own life and how truth contributes to your own resilience in the face of life challenges. We will ask one over-arching question: Does truth matter anymore? If so, why and how? If not, why not? Either way, how does truth relate to ethical decision-making by individuals and institutions and to an ethical society? How does truth relate to a life well lived? Seven themes will organize our exploration of more specific topics: science and subjectivity; identity; memory; authenticity; artificial intelligence; imagination; and a life well-lived. Examples of topics to be explored include, among others: truth and technology (from ChatGPT to home devices); white supremacy; DNA testing and the 'identify as' movement, and identity; University history (Rhodes, Georgetown slavery, Yale Calhoun College, Junipero Serra...); the connections among truth, memory, and history; new questions in gender and racial identity; Chinese beautifying app Meitu and other social media "truth modifiers"; the sharing economy; the impact of AI and DNA testing sites on legal truth. We will consider how we determine and verify the truth; how we "do" truth; the role of truth in ethical decision-making; the importance of truth to effective ethical policy; and the relationship of the truth to a life well lived. An analytically rigorous short final paper in lieu of exam. This three-credit seminar may be taken as a stand-alone course or may accompany PUBLPOL 134 Ethics on the Edge to fulfill the Public Policy major ethics requirement. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. Distinguished Career Institute Fellows are welcome and should contact Dr. Susan Liautaud directly at susanliautaud@googlemail.com. Students wishing to take the course who are unable to sign up within the enrollment limit should contact Dr. Susan Liautaud at susanliautaud@googlemail.com. *Public Policy majors taking the course to complete the core requirements and students taking the course for Ways credit must obtain a letter grade. Other students may take the course for a letter grade or C/NC. To satisfy a Ways requirement, this course must be taken for at least 3 units.

The relationship between microeconomic analysis and public policy making. How economic policy analysis is done and why political leaders regard it as useful but not definitive in making policy decisions. Economic rationales for policy interventions, methods of policy evaluation and the role of benefit-cost analysis, economic models of politics and their application to policy making, and the relationship of income distribution to policy choice. Theoretical foundations of policy making and analysis, and applications to program adoption and implementation. Prerequisites: PUBLPOL 50 or ECON 50. Students are also strongly encouraged to either complete ECON 102B prior to taking this course or take ECON 102B concurrently with this course. Undergraduate Public Policy students are required to take this class for a letter grade and enroll in this class for five units.

Methods of empirical analysis and applications in public policy. Emphasis on causal inference and program evaluation. Public policy applications include health, labor and saving. Assignments include hands-on data analysis, evaluation of existing literature, and a final research project. Objective is to obtain tools to 1) critically evaluate evidence used to make policy decisions and 2) perform empirical analysis to answer questions in public policy. Prerequisite: ECON 102B. Public Policy students must take the course for a letter grade. Priority for enrollment will be given to Public Policy students. Non-Public Policy majors must receive instructor permission to enroll.

In this course, we explore the role of law in promoting social well-being (happiness). Law, among its other benefits, can serve as a mechanism to harmonize private incentives with cooperative gains, to maintain an equitable division of those gains, and to deter social defection and dystopia. Law is thus an implementation of the social contract and essential to civilization. Economic analysis of law focuses on the welfare-enhancing incentive effects of law (and of law enforcement). More generally, we study the law's role in reducing the risks of cooperation, achieved by fixing expectations of what courts or the state will do in possible futures. Prerequisite: ECON 50 or PUBLPOL 50. Final paper instead of an exam. Instructor consent required for enrollment. Please email the instructor a short statement of interest (300 words max) explaining why you would like to enroll in the course.

This course will divided into three sections that when combined provide 1) the overall narrative of the precedents and adverse impacts of the worldwide, US west coast and California housing crises and the frameworks for California to create a balanced housing market without causing extreme displacement; 2) an overview of the planning, regulatory and development environments in California along with an opportunities/threats analysis to illuminate current opportunities to achieve a balanced housing market; and 3) an overview of the federal, state, regional and local housing policy environments and areas of policy work addressing and responding to the California housing crisis.

The Community Police Academy is a combination of classroom instruction and "hands-on" activities that examine life as a police officer. This class looks to clarify and expand the participant's knowledge of the responsibilities, decisions and constraints that face law enforcement officers today, while also providing some perspectives on the national conversation about the role of law enforcement in society. Students can elect to earn two units of credit by completing the readings, short assignments, and attending 4 discussion section meetings, or students may opt to take the course for no credits and only attend the activities. The class is a learning opportunity for all involved, an opportunity to build trust and develop partnerships between the Department of Public Safety and the Stanford Community. While this course is open to all students throughout the University, the units will not accrue to Law Degree Candidates for credit toward a degree in Law (JD, JSM, JSD, or LLM). Taught by Professor Laura Wilson. Prerequisites: Application and basic background check; minimum 18 years of age.

This course will examine the responsibilities and challenges for those who occupy leadership roles in public service, broadly defined to include work in government, non-profit organizations, academia, and philanthropy, whether as a full- time career or part ¿time volunteer. Topics will include characteristics and styles of leadership, organizational dynamics, forms of influence, decision making, diversity, social change, and ethical responsibilities. Class sessions will include visitors who have occupied prominent leadership roles. Readings will include excerpts of relevant research, problems, exercises, and case studies. This course serves as a gateway for students participating in the Public Service Leadership Program, coordinated through the Haas Center. The class will be capped at 40 students.

The U.S. is in the midst of an inequality explosion. The upper class has become unimaginably rich. Extreme racial discrimination and animus remain at the center of the American story. Abject poverty persists amidst so much wealth. A de facto caste system ¿ in which opportunities to get ahead depend on a birth lottery ¿ is firmly in place. The historic decline in gender inequality, which many had thought would continue on until full equality was achieved, has stalled out across many labor market indicators. Why is this happening? And what should be done about it? A no-holds-barred exploration of America¿s inequality problem.

WILL NEXT BE OFFERED IN FALL 2024. This course examines the past, present, and future of American espionage. Targeted at first years and sophomores, the class surveys key issues in the development of the U.S. Intelligence Community since World War II. Topics include covert action, intelligence successes and failures, the changing motives and methods of traitors, congressional oversight, and ethical dilemmas. The course pays particular attention to how emerging technologies are transforming intelligence today. We examine cyber threats, the growing use of AI for both insight and deception, and the 'open-source' intelligence revolution online. Classes include guest lectures by former senior U.S. intelligence officials, policymakers, and open-source intelligence leaders. Course requirements include an all-day crisis simulation with former senior officials designed to give students a hands-on feel for the uncertainties, coordination challenges, time pressures, and policy frictions of intelligence in the American foreign policy process.

Qualified Public Policy students obtain employment in a relevant research or industrial activity to enhance their professional experience consistent with their degree programs. Prior to enrolling students must get internship approved by the Public Policy Program. At the start of the quarter, students must submit a one page statement showing the relevance of the employment to the degree program along with an offer letter. At the end of the quarter, a three page final report must be supplied documenting work done and relevance to degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. May be repeated for credit.

The course contains four main parts:Climate Science, Climate Impacts, Climate Policy, Climate Advocacy. Part I begins with a detailed introduction to climate science, including an assessment of arguments by climate science skeptics, and an examination of climate change models. Part II describes the impacts of climate change on the planet, human health, species and biodiversity, and it adds an economic perspective on the costs and benefits of responding now¿or later¿to climate change. Part II also include a discussion on climate change ethics, i.e., fairness and responsibility among individuals, nations, and generations. Part III focuses on climate policy, from the Kyoto Protocol to the Paris Accord. Part III also includes an introduction to how the public and officials have viewed climate change over time, and it explores factors that make widespread formal agreement difficult. Part IV looks forward to climate advocacy and what to expect from future of climate negotiations. Enrollment limited to students with sophomore academic standing or above. Prerequisite: Human Biology Core or Biology Foundations or consent of instructor (i.e. background in earth systems, economics, policy).

The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).

(Formerly GEOLSCI 118Y and 218Y) The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center. Change of Department Name: Earth and Planetary Science (Formerly Geologic Sciences).

(Formerly GEOLSCI 118Z and 218Z) 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 and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center. Change of Department Name: Earth and Planetary Science (Formerly Geologic Sciences).

The introduction of artificial intelligence and autonomy into warfare will have profound and unforeseen consequences for national security and human society. This course prepares future policymakers and industry leaders for the complex debate surrounding the developmental, legal, ethical, and operational considerations of creating machines with the ability to apply lethal force. Students will gain a detailed and multi-perspective understanding of the associated opportunities and risk by lectures and discussions with expert guest speakers and a cohort of students from a variety of disciplines and backgrounds. There will be two days of class each week. One day is a lecture session and the other is a discussion session. The lecture session will occasionally have guest lecturers with recent real-world experience in the topic and is intended to expose students to current knowledge and perspectives. The following discussion session will be an opportunity to digest, and reflect on, the ideas from lecture, but will also be a chance for group work on graded assignments. No experience in the content is necessary. Varying perspectives are essential in any conversation on this topic. Undergrads also welcome.

This course examines the profound role race plays in American politics. Topics covered include the construction of political identity among Asian, Black, Latino, Native, and White Americans; the politics of immigration and acculturation; and the influence of racial identity on public opinion, voting behavior, the media, social movements, and in the justice system. We will tackle questions such as: What makes a political campaign ad 'racist?' Why did Donald Trump's support among Black, Latino, and Asian voters increase from 2016 to 2020? Are undocumented immigrants really more likely to commit crimes than U.S. citizens? How can we measure whether there is racial bias in policing? What do we even mean when we use the terms 'race' and 'ethnicity' - and how have the definitions of identity groups evolved over time? Throughout, students will be pushed to carefully evaluate data-based claims, critically analyze their own assumptions, and bring to bear empirical evidence to support their arguments in an inclusive learning environment. Prior coursework in Statistics or Economics strongly recommended.

Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world are able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, former Assistant Secretary of Health and Human Services Dr. Robert Kadlec, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Must be taken for at least 4 units to get WAYs credit. Students also have an option to take the class for 2 units as a speaker series/seminar where they attend half the class sessions (or more) and complete short weekly assignments. In -person, asynchronous synchronous online instruction are available.

This course examines how the rules that govern elections and the policy process determine political outcomes. It explores the historical forces that have shaped American political institutions, contemporary challenges to governing, and prospects for change. Topics covered include partisan polarization and legislative gridlock, the politicization of the courts, electoral institutions and voting rights, the expansion of presidential power, campaign finance and lobbying, representational biases among elected officials, and the role of political institutions in maintaining the rule of law. Throughout, emphasis will be placed on the strategic interactions between Congress, the presidency, and the courts and the importance of informal norms and political culture. Political Science majors taking this course to fulfill the WIM requirement should enroll in POLISCI 120C.

During the past century while, the world's population has more than quadrupled and the population in Israel and its neighbors has grown ten-fold. Mounting consumption has produced an ever-increasing demand for consumer goods and natural resources. At the same time, climate change is already adversely affecting countries in the Middle East. These phenomena combine to place unprecedented pressure on the region's ecosystems and resources, producing myriad insults to environmental quality, public health and local ecosystem integrity. The course considers these issues based on the empirical experience of environmental policies implemented over the past forty-years. The final third of the class considers the potential for regional cooperation to produce improved environmental outcomes. Lectures will address a range of topics associated with concepts of carrying capacity, consumption and the impact of high population density on the quality of life and the environment of Israel and its neighbors. The associated potential and limitations of technology, the impact of conflict on the environment and the potential of transboundary cooperation to produce win-win ecological dynamics will also be assessed. Topics considered include, biodiversity, climate change, marine ecosystem protection, water management and environmental justice. The course focuses on the associated policy insights, applying the experience of government interventions for improving the sustainability of life in Israel and the Middle East.

Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students also have an option of taking the course as a speaker seminar series for 2 units where they attend at least half the class sessions of their choice and complete short weekly assignments. Synchronous online instruction is available.

Cities and urban areas have always been transformed by major external changes like pandemics and public health crises. California is both in the midst of its greatest economic recession since the Great Depression and experiencing a pandemic that has the potential to reshape many aspects of life. Planning for cities and regions, however, is a long game that requires follow-through on decisions made sometimes over many decades. How do we balance the shocks to our assumptions from the current Covid world with the need to plan long-term for issues like affordable housing and equitable cities, and perhaps most fundamentally, prepare our cities and communities for the inevitability of climate change and climate impact? nnnnThis course takes an interdisciplinary view of the key contemporary planning topics in California. It does so from looking at the intersection of climate laws, land use changes, the need for housing, travel patterns and the availability of high quality jobs and employment. This course will give you an understanding of the roles of key levels of government, from the state to the region/metropolitan scale, to the city and county, down to the neighborhood and parcel level. it will give students insight into leading themes and issues of the day in California such as the future of downtowns, the role of high speed rail, the impact of telework, automation in the construction of housing, drawing from examples in San Jose and San Francisco, the Central Valley, the state legislature, Southern California. Within each of these topics we will look at the impact of decisions on equity as well as climate and the economy. nnnnThe instructors are Kristy Wang, formerly SPUR¿s Community Planning Policy Director, and Egon Terplan, Senior Advisor for Economic Development and Transportation in the California Governor¿s Office, formerly SPUR¿s Regional Planning Director. (Affiliations for identification purposes only)

Public policymaking in the United States is part of a political process that can take years or even decades to play out. A familiarity with the politics of policymaking is key to understanding why some reform attempts are successful while others are not. This course will give students a behind-the-scenes look at how policy actually gets made. Students will gain exposure to the theory and literature behind policy formulation, and engage in debates over historical and contemporary efforts at reform.

(PUBLPOL 134, PUBLPOL 234 - 3 credits; Ways - ER; Same as LAW 7020) The objective of this course is to explore cutting-edge ethical challenges in a world in which technology, global risks, and societal developments are accelerating faster than our understanding and the law can keep pace. The course also offers a parallel personal journey: an opportunity to explore your own ethics and increase your own resilience when life throws challenges your way. We will unravel the ethics challenges and problem-solve across sectors: business, government, non-profit, and academia. A framework for ethical decision-making underpins the course. However, there is significant space for forming your own views on a wide range of issues. Prominent guest speakers will attend certain sessions interactively. The relationships among ethics and technology, culture, leadership, law, and global risks (AI, synthetic biology, inequality, privacy, financial system meltdown, cyber-terrorism, climate change, diversity and inclusion, etc.) will inform discussion. A broad range of topics might include: designer genetics; civilian space travel; generative AI; the Supreme Court case on University affirmative action; new wearable devices; free speech on University campuses; opioid addiction; corporate and financial sector scandals (Theranos, FTX, currency); and non-profit sector ethics challenges (e.g. medical humanitarian aid in Gaza). Final project in lieu of exam on a topic of student's choice. Attendance required. Class participation important, with multiple opportunities to earn participation credit beyond speaking in class. Strong emphasis on rigorous analysis, critical thinking, and testing ideas in real-world contexts. Note that this course will require one make-up evening session on a Wednesday or Thursday in early May in lieu of the final class session in June. Enrollment will be decided via application, which can be found at https://forms.gle/xw9bPh5wjxPZZcwf6. **The form will open on 3/6 at 5pm and close on 3/13 at 5pm.** The course offers credit toward Public Policy core requirements (if taken in combination with PUBLPOL 103F) and it satisfies the undergraduate Ways of Thinking - ER requirement. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. Students taking the course for Ways credit and Public Policy majors taking the course to complete the core requirements must obtain a letter grade. Others may take the course for a letter grade or C/NC. Students seeking credit for other majors should consult their departments.

Dynamics of regional leadership and decision making in Silicon Valley, a complex region composed of 40 cities and four counties without any overarching framework for governance. Formal and informal institutions shaping outcomes in the region. Case studies include transportation, workforce development, housing and land use, and climate change.

A course devoted to understanding how people are faring as the country's health and economic crisis unfolds. The premise of the course is that, as important and valuable as surveys are, it's a capital mistake to presume that we know what needs to be asked and that fixed-response answers adequately convey the depth of what's happening. We introduce a new type of qualitative method that allows for discovery by capturing the voices of the people, learn what they're thinking and fearing, and understand the decisions they're making. Students are trained in immersive interviewing by completing actual interviews, coding and analyzing their field notes, and then writing reports describing what's happening across the country. These reports will be designed to find out who's hurting, why they're hurting, and how we can better respond to the crisis. Students interested should submit the following application: https://docs.google.com/forms/d/e/1FAIpQLSfdOZsnpOCg4zTRbVny0ikxpZEd1AFEEJh3K9KjvINyfbWMGw/viewformnnThe course is open to students who have taken it in earlier quarters, with repeating students allowed to omit the training sessions and, in lieu of those sessions, complete additional field work and writing. Field work will include unique interviews with new participants each lab period, along with corresponding coding, analyses, and reports.

As society faces major challenges, democracies and "free-market" capitalism appear to be in crisis. This interdisciplinary course will explore the complex interactions between corporations, governments, and individuals, drawing on insights from the social sciences, business, and law to understand how institutions and collective actions translate to a set of rules and to outcomes for people and nature. The course aims to help students become savvier in their interactions with our economic and political systems and understand the governance issues that are critical to whether and how well institutions in the private and public sectors serve us. Topics include financial decisions, financial markets, banks and institutional investors; corporations and corporate governance; political economy and the rule of law as it applies to people and to organizations, and the role and functioning of the media. We will connect the material to specific issues such as climate change and justice, and discuss current events regularly throughout the course. Students will have the opportunity to explore a situation of their choosing in more depth through group final projects. Visitors with relevant experiences will regularly enrich our class discussion.

Much of the world's economic activity is undertaken by corporations, the largest being more powerful than most nations. Given daunting societal challenges like climate change, inequality, and racial injustice, what objectives should corporations have? In this course, we discuss the ongoing debate about the social responsibility of corporations. We consider shareholder activism, divestments made by university endowments and other ways investors might influence corporations. We look at the ESG (environment, social, governance) movement and the potential for "impact investing" to solve problems. Throughout we focus on whether the incentives of key decision makers are aligned with desirable objectives. We will bring to class CEOs and leading investors in public and private equity, to ensure we provide a balance of theory and practice.

This Writing in the Major (WIM) course for Public Policy will focus on students being able to identify innovative solutions to address the energy, environmental, and infrastructure challenges in North America and clearly communicate these strategies for problem solving and/or regional green growth strategy development. Students will learn how to write policy analysis memos, presentations, and reports for decision makers in the public sector while also being able to identify and assess economic development and/or business opportunities to advance sustainability and low carbon development at the regional level. Clean Innovation through technological, business, policy and social innovation is needed to produce the goods and services that will enable a carbon neutral future in the region. This transformative process, along with the innovation cycles of the energy, water, urban, transport and digital sectors, is full of business opportunities. Efforts to advance smarter, cleaner, inclusive and more prosperous communities in North America presents a great opportunity for innovation, entrepreneurship and well-integrated planning for low-carbon economic development in the region. Our course will aim to utilize the Stanford Silicon Valley ingenuity, combined with California's policy experience and leadership in advancing climate and sustainability locally and at the global level as a source of inspiration to articulate pertinent and pragmatic solutions in order to address longstanding and emerging cross-country energy and environment policy issues in the region. It will also analyze the challenges that electoral political cycles and the constant evolution of the institutional context for energy and environmental cooperation present among the three members of the United States-Mexico-Canada Free Trade Agreement (USMCA). In addition, this course will satisfy the Writing in the Major (WIM) requirement for Public Policy. As such, this course focuses on policy writing short memos, PowerPoint and a policy report. By the end of the course, students should be able to craft a concise 1-2 page memo that conveys policy analysis (possibly including graphs/tables or other data) to support its recommendations and central arguments. In addition, they will learn to work with team members on a short policy or implementation strategy paper from an interdisciplinary perspective as is typically done in policy arenas.

State politics and policy making, including the roles of the legislature, legislative leadership, governor, special interests, campaign finance, advocacy groups, ballot initiatives, state and federal laws, media, and research organizations. Case studies involving budgets, education, pensions, health care, political reform, environmental reforms, water, transportation and more. Evaluation of political actions, both inside and outside of government, that can affect California policy and social outcomes. Meetings with elected officials, policymakers, and advocates in class and during a day-long field trip to Sacramento, assuming no COVID or related restrictions.

Introduces students to the interdisciplinary intersection of data science and the social sciences through an in-depth examination of contemporary social problems. Provides a foundational skill set for solving social problems with data including quantitative analysis, modeling approaches from the social sciences and engineering, and coding skills for working directly with big data. Students will also consider the ethical dimensions of working with data and learn strategies for translating quantitative results into actionable policies and recommendations. Lectures will introduce students to the methods of data science and social science and apply these frameworks to critical 21st century challenges, including education & inequality, political polarization, and health equity & algorithmic design in the fall quarter, and social media, climate change, and school choice & segregation in the spring quarter. In-class exercises and problem sets will provide students with the opportunity to use real-world datasets to discover meaningful insights for policymakers and communities. This course is the required gateway course for the new major in Data Science & Social Systems. Preference given to Data Science & Social Systems B.A. majors and prospective majors. Course material and presentation will be at an introductory level. Enrollment and participation in one discussion section is required. Sign up for the discussion section will occur on Canvas at the start of the quarter. Prerequisites: CS106A (required), DATASCI 112 (recommended as pre or corequisite). Limited enrollment. Please complete the interest form here: https://forms.gle/8ui9RPgzxjGxJ9k29. A permission code will be given to admitted students to register for the class.

Focuses on U.S. health care policy. Includes comparisons with health care policy in other countries and detailed examinations of Medicare, Medicaid, private insurance, the Affordable Care Act (ACA), and proposed reforms. Examines health policy efforts at state and local levels. The course includes sessions on effective memo writing as well as presentation and the politics of health policy and reform efforts. HUMBIO students must enroll in HUMBIO 122A. Graduate students must enroll in PUBLPOL 156. **Enrollment will be decided via application. Applications will open on Aug. 30 at 6:00 p.m. and close on Sept. 6 at 5 p.m. To apply, visit https://forms.gle/thzX6CYjvRvaz5Ra8 **

Through case studies with a focus on the San Francisco Bay Area, guest speakers, selective readings and interactive assignments, this survey course seeks to demystify the concept of land use for the non-city planner. This introductory course will review the history and trends of land use policies, as well as address a number of current themes to demonstrate the power and importance of land use. Students will explore how urban areas function, how stakeholders influence land use choices, and how land use decisions contribute to positive and negative outcomes. By exploring the contemporary history of land use in the United States, students will learn how land use has been used as a tool for discriminatory practices and NIMBYism. Students will also learn about current land use planning efforts that seek to make cities more sustainable, resilient and equitable to address issues like gentrification, affordable housing, and sea level rise.

Focus is on how politicians and government learn what Americans want and how the public's preferences shape government action; how surveys measure beliefs, preferences, and experiences; how poll results are criticized and interpreted; how conflict between polls is viewed by the public; how accurate surveys are and when they are accurate; how to conduct survey research to produce accurate measurements; designing questionnaires that people can understand and use comfortably; how question wording can manipulate poll results; corruption in survey research.

In our cities, we find the greatest concentrations of the world's great problems - poverty, homelessness, violent crime, and GHG emissions, to name a few. So too, cities present many of the most innovative, impactful solutions to these challenges. In this seminar, we'll look at three great challenges that confront Americans - the dearth of affordable housing, the growing impacts of climate change, and violent crime - in the urban context. We'll explore the legal, fiscal, and political limitations that constrain the terrain of local policymaking, and we will assess best practices among cities for enacting meaningful change within that landscape. Readings and discussion will overwhelmingly focus on U.S. cities, but we will consider a few examples from abroad as well. We will seek to move beyond familiar ideological battles to emphasize outcomes, evidence-based solutions, and analytical rigor. From contemporary academic studies and journals, news articles, case law, and guest speakers, students will gain an appreciation for cities as policy laboratories for pragmatic solutions that often elude binary labelling as "progressive" or "conservative." Students will be better prepared to understand and engage in cities as civic leaders, legal advisors or adversaries, participants in economic transactions, and constituents. This class is limited to 25 students, with an effort made to have students from SLS (15 by lottery) and 10 non-law students by consent of the instructor. Admitted non-law students should forward instructor consent to Grete Howland greteh@stanford.edu for a permission number to enroll in PUBLPOL 165 or Sonia Chan Schan23@stanford.edu to enroll in URBANST 166. Elements used in grading: Class Participation, Written Assignments, and Final Paper. Cross-listed with Law School (LAW 7119) and Urban Studies (URBANST 166).

This project-based course aims to bring together students from computer science and the social sciences to work with external partner organizations at the nexus of digital technology and public policy. Students will collaborate in interdisciplinary teams on a problem with a partner organization. Along with the guidance of faculty mentors and the teaching staff, students will engage in a project with outcomes ranging from policy memos and white papers to data visualizations and software. Possible projects suggested by partner organizations will be presented at an information session in early March. Following the infosession, a course application will open for teams to be selected before the start of Spring Quarter. Students may apply to a project with a partner organization or with a preformed team and their own idea to be reviewed for approval by the course staff. There will be one meeting per week for the full class and at least one weekly meeting with the project-based team mentors. Prerequisites: Appropriate preparation depends on the nature of the project proposed, and will be verified by the teaching staff based on your application.

In virtually every major U.S. city, the lack of affordable housing or homelessness (or both) constitutes the most urgent concern to residents. Amid ample hang-wringing by politicians, pundits, and the press, the human toll of the housing affordability crises has only worsened. This class will focus on solutions to this crisis. Solutions abound, but implementing them at scale requires understanding--and navigating--the legal, economic, and political constraints faced by decision makers. It's in large cities where we see the problem most acutely, but where we also see America's most innovative solutions. So, this class--taught by the former mayor of one of America's dozen largest cities-- will have a decidedly urban focus. While the local entitlement and development process will provide a starting point, the class will also delve into key elements of state and federal policy and law that shape the local responses to these crises. An eclectic set of sources --studies, court opinions, consultant reports, economic meta-analyses, news accounts and an occasional guest lecturer--will support class discussion. The class will be taught with a bias against the ideological, eschewing progressive or conservative "quick fixes," and emphasizing problem-solving, pragmatism, an openness to opposing viewpoints, and a willingness to acknowledge the trade-offs in every approach. Students will be expected to persuasively advocate for specific solutions--in class discussion and in writing--and to demonstrate an understanding of the limitations of those solutions. Elements used in grading: Class Participation, Written Assignments. This class is limited to 35 students, with an effort made to have students from SLS (25 students by lottery) and up to 10 non-law students by consent of the instructor. This course is cross-listed with LAW 7128.

Applies the principles of economic analysis to historical and contemporary urban and regional development issues and policies. Explores themes of urban economic geography, location decision-making by firms and individuals, urban land and housing markets, and local government finance. Critically evaluates historical and contemporary government policies regulating urban land use, housing, employment development, and transportation. Thematic focus on impacts of the pandemic and long-term work-from-home employment patterns on urban form, density, and fiscal policies.

How can purposeful collective action change government policy, business practices and cultural norms? This course will teach students about the components of successful change campaigns and help develop the practical skills to carry out such efforts. The concepts taught will be relevant to both issue advocacy and electoral campaigns, and be evidence-based, drawing on lessons from social psychology, political science, communications, community organizing and social movements. The course will meet twice-a-week for 90 minutes, and class time will combine engaged learning exercises, discussions and lectures. There will be a midterm and final. Students will be able to take the course for 3 or 5 units. Students who take the course for 5 units will participate in an advocacy project with an outside organization during the quarter, attend a related section meeting and write reflections. For 5 unit students, the section meeting is on Tuesdays, from 3:00 to 4:00 p.m.

Examination of recent developments in computing technology and platforms through the lenses of philosophy, public policy, social science, and engineering.  Course is organized around five main units: algorithmic decision-making and bias; data privacy and civil liberties; artificial intelligence and autonomous systems; the power of private computing platforms; and issues of diversity, equity, and inclusion in the technology sector.  Each unit considers the promise, perils, rights, and responsibilities at play in technological developments. Prerequisite: CS106A.

Two of the biggest challenges humanity has to face ? promoting human health and halting environmental degradation ? are strongly linked. Gains in health metrics in the last century have coincided with dramatic and unsustainable planetary-level degradation of environmental and ecological systems. Now, climate change, pollution, and other challenges are threatening the health and survival of communities across the globe. In acknowledging complex interconnections between environment and health, this course highlights how we must use an interdisciplinary approach and systems thinking to develop comprehensive solutions. Through a survey of human & planetary health topics that engages guest speakers across Stanford and beyond, students will develop an understanding of interconnected environmental and health challenges, priority areas of action, and channels for impact. Students enrolling in just the lecture should enroll for 3 units. Students enrolling the lecture and weekly discussion sections should enroll for 4 units.

Are you interested in clean tech and sustainability? Do you like working with data or plan to manage data scientists? Do you want to find a socially impactful job? If so, Data Science for Environmental Business is for you. Each week, we'll have a guest speaker from a utility, venture capital firm, clean tech startup, renewable energy developer, or some other sustainability-related business. We'll do a quantitative case study of one of the speaker's business problems, such as carbon footprint measurement, supply chain decarbonization, techno-economic analysis, where to site renewable energy facilities, how to value electricity storage, or predicting demand for electric vehicles. Then in the next class, we'll discuss the analytical decisions you made on the case study and the business implications of your results. We aim to draw a mix of students from the GSB, engineering, sustainability, data science, computer science, economics, math, and other fields. Students registering through the GSB should expect a roughly standard MBA class workload. Students registering through non-GSB course numbers should expect a serious data science course where you'll learn and apply new methods. We hope to develop a pipeline of students working for the guest speakers and similar firms. Prerequisites: You must know basic statistics and regression analysis (e.g., ECON 102 or 108, CS 129, EARTHSYS 140, HUMBIO 88, POLISCI 150C, or STATS 60 or 101). You should also have at least some experience with data analysis in R, python, Stata, MATLAB, or something similar. If you plan to take microeconomics (e.g., ECON 1, 50, or 51) or empirical environmental economics (ECON 177), we recommend you take those either beforehand or concurrently.

Prior arrangement required.

For juniors (advanced sophomores will be considered) who expect to write an honors thesis in Economics or Public Policy. Weekly sessions go through the process of selecting a research question, finding relevant bibliography, writing a literature review, introduction, and study design, culminating in the write-up of an honors thesis proposal (prospectus) and the oral presentation of each student's research project. Students also interact with potential advisors, and outline a program of study for their senior year. To apply, complete the application at https://economics.stanford.edu/undergraduate/forms.

May be repeated for credit.

Small student teams conduct policy analyses requested by government and nonprofit organizations. With guidance from the instructor and client organization, each team researches a real-world problem and devises implementable policy recommendations to help address it. The project culminates in a professional report and presentation to the client organization. Cardinal Course certified by the HAAS Center for Public Service. Prerequisites: core courses in Public Policy or consent of instructor.

Small student teams conduct policy analyses requested by government and nonprofit organizations. With guidance from the instructor and client organization, each team researches a real-world problem and devises implementable policy recommendations to help address it. The project culminates in a professional report and presentation to the client organization. Cardinal Course certified by the HAAS Center for Public Service. Prerequisites: core courses in Public Policy or consent of instructor.

Small student teams conduct policy analyses requested by government and nonprofit organizations. With guidance from the instructor and client organization, each team researches a real-world problem and devises implementable policy recommendations to help address it. The project culminates in a professional report and presentation to the client organization. Cardinal Course certified by the HAAS Center for Public Service. Prerequisites: core courses in Public Policy or consent of instructor.

Honors students conduct original research for their policy-related Honors thesis. The course is designed to help students make progress on their theses and improve their analytical, research, and communication skills.

American democracy faces a series of unprecedented challenges. This course will identify the greatest areas of weakness in the American political system, make sense of the most pressing threats facing democracy, and contemplate how democracy can be strengthened. With this them - in defense of democracy - in mind, we will examine several questions: What guiding principles, norms, and institutions organize and structure American politics, and how do they affect the health and effectiveness of American democracy? What do patterns of political participation and representation in the United States tell us about the health of our democracy? How do partisan and social identities breed hostility and antagonism among the mass public? How does information from the media and other sources advance or frustrate democratic outcomes? What does increased violence - political, racially motivated, or otherwise - reveal about the trajectory of democracy in the United States? This is a course built on the science of politics, and our aim is to bring the scientific study of politics to bear on these pressing questions.

This seminar-style course will explore additional foundational readings on organizational ethics (business, non-profit, and governmental organizations) and policy ethics. Themes will include, among others: AI and policy considerations; social media and policy considerations; race and police brutality incidents; national security (including cyber threats); the Iran nuclear agreement; non-profit organizations in the policy and US landscape; and various corporate matters. Organizing themes include, among others: ethics of leadership; ethics of persuasion and compromise; influence of bias in organizational and policy ethics; ethics of social movements; discrepancies between discourse and action; emotion and ethics; and interpreting and explaining ethics. In addition, the course will offer training in a wide variety of skills for effective communication of ethics for policy purposes (developing succinct arguments, presentations, website discourse, commenting in meetings and conferences, interviews, statement of personal views, interacting with the media and social media, and mapping complex ethical analysis). Most of the assignments allow students flexibility to explore topics of their choice. The objective is to engage actively and improve skills in a supportive environment. A short, analytically rigorous final paper in lieu of final exam. Attendance required. Grading will be based on short assignments, class participation, and the short final paper. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. Students wishing to take the course who are unable to sign up within the enrollment limit should contact Dr. Susan Liautaud at susanl1@stanford.edu. Distinguished Career Institute Fellows are welcome and should contact Dr. Susan Liautaud directly at susanl1@stanford.edu. This three-credit seminar accompanies PUBLPOL 134 Ethics on the Edge but can also be taken as a stand-alone course. *Please note the course is being offered for two units and therefore is ineligible for Ways credit in the 2019-20 academic year. Please note that this course will require one make-up evening session on a Monday, Tuesday or Wednesday in April in lieu of the final class session the first week of June, so the course ends before Memorial Day.

This course will explore changing notions of truth in a world in which technology, global risks, and societal developments are blurring the boundaries of humanity and boring through traditional notions of nation states, institutions, and human identity. It will also offer a parallel journey to consider truth in your own life and how truth contributes to your own resilience in the face of life challenges. We will ask one over-arching question: Does truth matter anymore? If so, why and how? If not, why not? Either way, how does truth relate to ethical decision-making by individuals and institutions and to an ethical society? How does truth relate to a life well lived? Seven themes will organize our exploration of more specific topics: science and subjectivity; identity; memory; authenticity; artificial intelligence; imagination; and a life well-lived. Examples of topics to be explored include, among others: truth and technology (from ChatGPT to home devices); white supremacy; DNA testing and the 'identify as' movement, and identity; University history (Rhodes, Georgetown slavery, Yale Calhoun College, Junipero Serra...); the connections among truth, memory, and history; new questions in gender and racial identity; Chinese beautifying app Meitu and other social media "truth modifiers"; the sharing economy; the impact of AI and DNA testing sites on legal truth. We will consider how we determine and verify the truth; how we "do" truth; the role of truth in ethical decision-making; the importance of truth to effective ethical policy; and the relationship of the truth to a life well lived. An analytically rigorous short final paper in lieu of exam. This three-credit seminar may be taken as a stand-alone course or may accompany PUBLPOL 134 Ethics on the Edge to fulfill the Public Policy major ethics requirement. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. Distinguished Career Institute Fellows are welcome and should contact Dr. Susan Liautaud directly at susanliautaud@googlemail.com. Students wishing to take the course who are unable to sign up within the enrollment limit should contact Dr. Susan Liautaud at susanliautaud@googlemail.com. *Public Policy majors taking the course to complete the core requirements and students taking the course for Ways credit must obtain a letter grade. Other students may take the course for a letter grade or C/NC. To satisfy a Ways requirement, this course must be taken for at least 3 units.

The relationship between microeconomic analysis and public policy making. How economic policy analysis is done and why political leaders regard it as useful but not definitive in making policy decisions. Economic rationales for policy interventions, methods of policy evaluation and the role of benefit-cost analysis, economic models of politics and their application to policy making, and the relationship of income distribution to policy choice. Theoretical foundations of policy making and analysis, and applications to program adoption and implementation. Prerequisites: PUBLPOL 50 or ECON 50. Students are also strongly encouraged to either complete ECON 102B prior to taking this course or take ECON 102B concurrently with this course. Undergraduate Public Policy students are required to take this class for a letter grade and enroll in this class for five units.

Methods of empirical analysis and applications in public policy. Emphasis on causal inference and program evaluation. Public policy applications include health, labor and saving. Assignments include hands-on data analysis, evaluation of existing literature, and a final research project. Objective is to obtain tools to 1) critically evaluate evidence used to make policy decisions and 2) perform empirical analysis to answer questions in public policy. Prerequisite: ECON 102B. Public Policy students must take the course for a letter grade. Priority for enrollment will be given to Public Policy students. Non-Public Policy majors must receive instructor permission to enroll.

In this course, we explore the role of law in promoting social well-being (happiness). Law, among its other benefits, can serve as a mechanism to harmonize private incentives with cooperative gains, to maintain an equitable division of those gains, and to deter social defection and dystopia. Law is thus an implementation of the social contract and essential to civilization. Economic analysis of law focuses on the welfare-enhancing incentive effects of law (and of law enforcement). More generally, we study the law's role in reducing the risks of cooperation, achieved by fixing expectations of what courts or the state will do in possible futures. Prerequisite: ECON 50 or PUBLPOL 50. Final paper instead of an exam. Instructor consent required for enrollment. Please email the instructor a short statement of interest (300 words max) explaining why you would like to enroll in the course.

The seminar will exam the origin and evolution of public lands from 1789 forward. Specifically, how the United States' concept of property has evolved and thus the management or caretaking of these lands has also changed. There are nearly 500 million acres of surface public lands (nearly ten times the size of New York) and over 750 million acres of subsurface public lands. The seminar will explore the writing of a "field book" for a unified management approach to the managing these lands.

With autocracy resurgent and democracy on the decline, what is the future of global cooperation? What will be the fate of global institutions built to restore and maintain peace? Why pursue global cooperation at all? This seminar examines the role of the United Nations and other international organizations in responding to transborder threats in the modern era. Case studies may include the Syrian war, the Paris Climate Accord, the Russia-Ukraine conflict, the 2014-2016 Ebola outbreak in West Africa, and the COVID-19 pandemic. Students should enroll for three units. Those who wish to receive an additional unit of credit must write a long policy memo. See syllabus for details. Permission of instructor only; enrollment is capped. Course is cross-listed with LAW 5039.

The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).

(Formerly GEOLSCI 118Y and 218Y) The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center. Change of Department Name: Earth and Planetary Science (Formerly Geologic Sciences).

(Formerly GEOLSCI 118Z and 218Z) 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 and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center. Change of Department Name: Earth and Planetary Science (Formerly Geologic Sciences).

The introduction of artificial intelligence and autonomy into warfare will have profound and unforeseen consequences for national security and human society. This course prepares future policymakers and industry leaders for the complex debate surrounding the developmental, legal, ethical, and operational considerations of creating machines with the ability to apply lethal force. Students will gain a detailed and multi-perspective understanding of the associated opportunities and risk by lectures and discussions with expert guest speakers and a cohort of students from a variety of disciplines and backgrounds. There will be two days of class each week. One day is a lecture session and the other is a discussion session. The lecture session will occasionally have guest lecturers with recent real-world experience in the topic and is intended to expose students to current knowledge and perspectives. The following discussion session will be an opportunity to digest, and reflect on, the ideas from lecture, but will also be a chance for group work on graded assignments. No experience in the content is necessary. Varying perspectives are essential in any conversation on this topic. Undergrads also welcome.

Overview of the most pressing biosecurity issues facing the world today, with a special focus on the COVID-19 pandemic. Critical examination of ways of enhancing biosecurity and pandemic resilience to the current and future pandemics. Examination of how the US and the world are able to withstand a pandemic or a bioterrorism attack, how the medical/healthcare field, government, and technology sectors are involved in biosecurity and pandemic or bioterrorism preparedness and response and how they interface; the rise of synthetic biology with its promises and threats; global bio-surveillance; effectiveness of various containment and mitigation measures; hospital surge capacity; medical challenges; development, production, and distribution of countermeasures such as vaccines and drugs; supply chain challenges; public health and policy aspects of pandemic preparedness and response; administrative and engineering controls to enhance pandemic resilience; testing approaches and challenges; promising technologies for pandemic response and resilience, and other relevant topics. Guest lecturers have included former Secretary of State Condoleezza Rice, former Special Assistant on BioSecurity to Presidents Clinton and Bush Jr. Dr. Ken Bernard, former Assistant Secretary of Health and Human Services Dr. Robert Kadlec, eminent scientists, public health leaders, innovators and physicians in the field, and leaders of relevant technology companies. Open to medical, graduate, and undergraduate students. No prior background in biology necessary. Must be taken for at least 4 units to get WAYs credit. Students also have an option to take the class for 2 units as a speaker series/seminar where they attend half the class sessions (or more) and complete short weekly assignments. In -person, asynchronous synchronous online instruction are available.

Social Entrepreneurship and Innovation Lab (SE Lab) - Global & Planetary Health is a Collaboratory workshop for students/fellows to design and develop innovative social ventures addressing key challenges in health and the environment, especially in support of the UN Sustainable Development Goals (SDGs 2030). Your mandate in identifying problems and designing solutions is broad and flexible! SE Lab is open to students and fellows across Stanford and combines design thinking exercises, short lectures & case studies, workshops, small group teamwork, presentations, guest speakers, and faculty, practitioner and peer feedback to support you and your team in generating and developing ideas and projects that will change the world! Join SE Lab with an idea or simply the desire to join a team. Enrollment limited to 30.

Healthcare Leadership class brings eminent healthcare leaders from a variety of sectors within healthcare to share their personal reflections and insights on effective leadership. Speakers discuss their personal core values, share lessons learned and their recipe for effective leadership in the healthcare field, including reflection on career and life choices. Speakers include CEOs of healthcare technology, pharmaceutical and other companies, leaders in public health, eminent leaders of hospitals, academia, biotechnology companies and other health care organizations. The class will also familiarize the students with the healthcare industry, as well as introduce concepts and skills relevant to healthcare leadership. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit. Students taking the course Mondays and Wednesdays should enroll for 4 units (exceptions for a 3 unit registration can be made with the consent of instructor to be still eligible for Ways credit). Students also have an option of taking the course as a speaker seminar series for 2 units where they attend at least half the class sessions of their choice and complete short weekly assignments. Synchronous online instruction is available.

Cities and urban areas have always been transformed by major external changes like pandemics and public health crises. California is both in the midst of its greatest economic recession since the Great Depression and experiencing a pandemic that has the potential to reshape many aspects of life. Planning for cities and regions, however, is a long game that requires follow-through on decisions made sometimes over many decades. How do we balance the shocks to our assumptions from the current Covid world with the need to plan long-term for issues like affordable housing and equitable cities, and perhaps most fundamentally, prepare our cities and communities for the inevitability of climate change and climate impact? nnnnThis course takes an interdisciplinary view of the key contemporary planning topics in California. It does so from looking at the intersection of climate laws, land use changes, the need for housing, travel patterns and the availability of high quality jobs and employment. This course will give you an understanding of the roles of key levels of government, from the state to the region/metropolitan scale, to the city and county, down to the neighborhood and parcel level. it will give students insight into leading themes and issues of the day in California such as the future of downtowns, the role of high speed rail, the impact of telework, automation in the construction of housing, drawing from examples in San Jose and San Francisco, the Central Valley, the state legislature, Southern California. Within each of these topics we will look at the impact of decisions on equity as well as climate and the economy. nnnnThe instructors are Kristy Wang, formerly SPUR¿s Community Planning Policy Director, and Egon Terplan, Senior Advisor for Economic Development and Transportation in the California Governor¿s Office, formerly SPUR¿s Regional Planning Director. (Affiliations for identification purposes only)

Public policymaking in the United States is part of a political process that can take years or even decades to play out. A familiarity with the politics of policymaking is key to understanding why some reform attempts are successful while others are not. This course will give students a behind-the-scenes look at how policy actually gets made. Students will gain exposure to the theory and literature behind policy formulation, and engage in debates over historical and contemporary efforts at reform.

(PUBLPOL 134, PUBLPOL 234 - 3 credits; Ways - ER; Same as LAW 7020) The objective of this course is to explore cutting-edge ethical challenges in a world in which technology, global risks, and societal developments are accelerating faster than our understanding and the law can keep pace. The course also offers a parallel personal journey: an opportunity to explore your own ethics and increase your own resilience when life throws challenges your way. We will unravel the ethics challenges and problem-solve across sectors: business, government, non-profit, and academia. A framework for ethical decision-making underpins the course. However, there is significant space for forming your own views on a wide range of issues. Prominent guest speakers will attend certain sessions interactively. The relationships among ethics and technology, culture, leadership, law, and global risks (AI, synthetic biology, inequality, privacy, financial system meltdown, cyber-terrorism, climate change, diversity and inclusion, etc.) will inform discussion. A broad range of topics might include: designer genetics; civilian space travel; generative AI; the Supreme Court case on University affirmative action; new wearable devices; free speech on University campuses; opioid addiction; corporate and financial sector scandals (Theranos, FTX, currency); and non-profit sector ethics challenges (e.g. medical humanitarian aid in Gaza). Final project in lieu of exam on a topic of student's choice. Attendance required. Class participation important, with multiple opportunities to earn participation credit beyond speaking in class. Strong emphasis on rigorous analysis, critical thinking, and testing ideas in real-world contexts. Note that this course will require one make-up evening session on a Wednesday or Thursday in early May in lieu of the final class session in June. Enrollment will be decided via application, which can be found at https://forms.gle/xw9bPh5wjxPZZcwf6. **The form will open on 3/6 at 5pm and close on 3/13 at 5pm.** The course offers credit toward Public Policy core requirements (if taken in combination with PUBLPOL 103F) and it satisfies the undergraduate Ways of Thinking - ER requirement. The course is open to undergraduate and graduate students. Undergraduates will not be at a disadvantage. Everyone will be challenged. Students taking the course for Ways credit and Public Policy majors taking the course to complete the core requirements must obtain a letter grade. Others may take the course for a letter grade or C/NC. Students seeking credit for other majors should consult their departments.

Classic and contemporary psychological interventions; the role of psychological factors in social reforms for social problems involving healthcare, the workplace, education, intergroup, relations, and the law. Topics include theories of intervention, the role of laboratory research, evaluation, and social policy.

Adaptation to climate change will not only require new infrastructure and policies, but it will also challenge our local, state and national governments to collaborate across jurisdictional lines in ways that include many different types of private and nonprofit organizations and individual actors. The course explores what it means for communities to be resilient and how they can reach that goal in an equitable and effective way. Using wildfires in California as a case study, the course assesses specific strategies, such as controlled burns and building codes, and a range of planning and policy measures that can be used to enhance climate resilience. In addition, it considers how climate change and development of forested exurban areas (among other factors) have influenced the size and severity of wildfires. The course also examines the obstacles communities face in selecting and implementing adaptation measures (e.g., resource constraints, incentives to develop in forested areas, inadequate policy enforcement, and weak inter-agency coordination). Officials from various Bay Area organizations contribute to aspects of the course; and students will present final papers to local government offcials. Limited enrollment. Students will be asked to prepare application essays on the first day of class. Course is intended for seniors and graduate students.

How can we use participatory design strategies and interventions to address civic challenges at scale and support resilient cities and communities? Planners, policymakers, courts, and designers are exhorted to 'involve the public' in decision-making, but how can this aspiration be made a reality? We will explore methods and case studies of how participatory design can be used to support better communities. Our design work will focus on housing and urban governance. How can we garner more community input to shape the civic processes driving stable housing, legal protections, climate resilience, and equitable access to public services? How can we facilitate productive dialogue and pair strategy with meaningful interventions? How can we create culture-shifts in how people interact with government agencies and policymakers? Students will work on a civic design project with a real-world stakeholder, to explore how to apply these methods and case studies. We explore how to go beyond 'performative' outreach to move toward genuine community involvement that enhances democracy, justice, and the public interest. Limited enrollment, admission by application only. Please visit dschool.stanford.edu to apply.

Organizations dedicated to improving global health deploy various approaches ranging from efforts to improve economic conditions, health systems, and technology to policy change and advocacy. This course critically evaluates 15 common theories of change that underlay global health interventions. Students will review and discuss examples of both success and failure of each theory of change drawn from various disciplines. This seminar is appropriate for graduate students of any discipline who are interested in considering the range of approaches and their likely utility when considering a specific global health problem in a particular location. Upper-class undergraduates who have completed rigorous related coursework and who are willing to commit the preparatory time are welcome. Our discussions benefit greatly from diverse perspectives. Sign up for 3 unit credits to participate in the seminar or 4 units to participate in the seminar and complete a project that provides an opportunity to apply these ideas to a global health problem of your interest.

This course introduces the theories of consumers, producers, and markets, and uses these concepts to understand how people make complex economic decisions in the real world. By the end of the course, students will be familiar with core microeconomic models and be able to use them with real-world applications related to government spending, taxation, and welfare programs. The goal of the course is for students to learn how microeconomists think and approach economic problems. Prerequisites: ECON 1 and MATH 20 or equivalent.

This class provides economic and institutional background necessary to conduct policy analysis. We will examine the economic justification for government intervention and illustrate these concepts with applications drawn from different policy contexts. The goal of the course is to provide you with the conceptual foundations and the practical skills and experience you will need to be thoughtful consumers or producers of policy analysis. Prerequisites: ECON 102B or PUBLPOL 303D.

(Same as LAW 7502.) This course will provide a broad overview of the scholarly field known as "law and economics." The focus will be on how legal rules and institutions can correct market failures. We will discuss the economic function of contracts and, when contracts fail or are not feasible, the role of legal remedies to resolve disputes. We will also discuss at some length the choice between encouraging private parties to initiate legal actions to correct externalities and governmental actors, such as regulatory authorities. Extensive attention will be given to the economics of litigation, and to how private incentives to bring lawsuits differs from the social value of litigation. The economic motive to commit crimes, and the optimal governmental response to crime, will be studied in depth. Specific topics within the preceding broad themes include: the Coase Theorem; the tradeoff between the certainty and severity of punishment; the choice between ex ante and ex post sanctions; negligence versus strict liability; property rules; remedies for breach of contract; and the American rule versus the English rule for allocating litigation costs. Because this course is taught jointly with Law 7502 in the Law School, it will not be mathematically oriented; there are no prerequisites to take the course.

This course aims to present the theory and practice of empirical research in economics with particular emphasis on topics relating to public policy questions. We will start with the analysis of randomized experiments, then move to basic regression analysis and introduce the statistical software STATA. The course will put a substantial amount of effort on work with STATA in analyzing actual data sets, reproducing and criticizing results in scientific research and learning the actual practice of econometrics. We will focus on the identification of causal effects and the various econometric techniques available to learn about causality. While this is primarily a methodology module, most examples and applications will be drawn from the area of public policy. The final will be a 3-5 hour take-home exam. Prerequisite: Econ 102A.

This course offers hands-on learning of effective writing and presentation techniques for audiences that include policy makers, decision stakeholders, interest groups, the media, and the public. Class time will be spent learning lessons in rhetoric, analyzing multiple written genres (memo, op-ed, policy brief, media communications), participating in peer review, and practicing presentation strategies (elevator pitch, press conference, media interview, board meeting, formal presentation). Course texts include sample memos, op-eds, and white papers, as well as rhetoric handouts and videos. Students will draft, revise, and submit writing for policy audiences in the compilation of a final portfolio. Students will also produce oral and multimedia arguments, individually and in teams. Students will be responsible for timely peer review and short presentations on course materials. Enrollment limited.

Policymakers in the United States, whether elected or unelected, operate in a governmental system where politics pervades nearly every element of their daily activity. This course provides students with both the theory and real-world examples they need to understand and evaluate the impact of politics, political institutions, and the political process on policymaking. Readings will include selections from the public policy, political science, legal, and economics literatures.

The Public Policy Graduate Practicum is a two-quarter sequence that serves as the Master's capstone course. In the Practicum, students work in teams to apply and further develop analytical tools acquired in the program to perform policy analysis on real-world projects for government and non-profit clients.

Supervised research internship. Individual students perform policy research for outside client, applying analytical skills from core curriculum. Requires permission of program director.

Restricted to students writing a master's thesis in Public Policy. May be repeated for credit.

For Public Policy MA students writing a thesis. Sessions go through the process of selecting a research question, finding relevant bibliography, writing a literature review, introduction, and study design. Each student works on their own project, with frequent written submissions and oral presentations, receiving and providing timely feedback.

Weekly colloquia speaker series required for M.P.P. and M.A. in Public Policy students. Open only to Public Policy graduate students; permission number required to enroll.

How should we judge the fairness of social institutions? This is the basic question of justice, and it is a crucial topic for students of public policy. Justice, the philosopher John Rawls famously argued, is the "first virtue of social institutions ... laws and institutions no matter how efficient and well-arranged must be reformed or abolished if they are unjust." Justice is an ethical question about how we as moral beings ought to treat one another, but it is also a profoundly practical question. All human endeavors require large-scale coordination of our actions, which we achieve through laws and institutions. But law without justice is merely mass coercion, neither desirable nor sustainable. In this class we examine some of the most influential theories of fairness in social cooperation, including utilitarianism, social contract theory, liberalism, socialism, and libertarianism, and talk through how we can use these theories to analyze, evaluate, and (re)design public policy. Key questions include: Under what conditions is inequality of wealth and income problematic, and why? What are rights, and why do they matter? How should we balance the needs of individuals against the claims of groups? This class is also meant to provide students with the critical tools to identify and remedy injustices. No experience with political theory is required or assumed, and students will learn the skills of how to do political theory and how to incorporate it into policy work as part of the course. Open only to graduate students; permission number required to enroll.

Qualified Public Policy students obtain employment in a relevant research or industrial activity to enhance their professional experience consistent with their degree programs. Prior to enrolling students must get internship approved by the Public Policy Program. At the start of the quarter, students must submit a one page statement showing the relevance of the employment to the degree program along with an offer letter. At the end of the quarter, a three page final report must be supplied documenting work done and relevance to degree program. Meets the requirements for Curricular Practical Training for students on F-1 visas. May be repeated for credit.

Education policy, politics, and development. Topics include: politics, interests, institutions, policy, and civil society; how schools and school systems operate as political systems; how policy making occurs in educational systems; and theories of development.

Over the past several decades nonprofit organizations have become increasingly central entities in society, and with this growing status and importance their roles are increasingly complex.We consider the social, political and economic dynamics of philanthropy and the nonprofit sector, focusing mainly (but not exclusively) on the US. The class is best suited for graduate students looking for an advanced analytic understanding of the sector and those wishing to conduct research in the field; it is not intended to provide training in nonprofit management.

This course is about the changing economics and politics of energy regulation due to climate change. Decarbonizing the grid and dealing with resilience and reliability challenges as a result of more extreme weather has complicated the already difficult task of governing the grid. We will first discuss political and economic theories of why and when we regulate. We will then explore the relationship between the lawmakers who create legislation, the agencies that implement policies, and the regulated entities that are both subject to regulation and seek to influence it. Case studies of successful and unsuccessful regulation in the climate space will be explored. The goal of the class is to provide an understanding of how regulation and institutions determine the effectiveness of novel policies. The course will be useful for students interested in gaining insight into the political economic aspects of policymaking. Prerequisites: calculus-based microeconomics course, and approval of the instructors?please email alisonjo@stanford.edu with a brief description of any background in energy policy you may have and why you would like to take the course.

The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.

U.S. policies for science, technology, and innovation; political institutions that create and carry out these policies; government programs that support scientific research and the development and use of new technologies; political controversies surrounding some science and technologies and the regulation of research and technology; international aspects of science and technology; the roles of scientists, engineers, and physicians in creating and implementing policy; and opportunities to do policy work in government and other organizations. Assignments: analyzing the politics of particular executive and legislative proposals, assessing options for trying to reach specific policy objectives, and preparing mock memos and testimony. This course is designed primarily for graduate students in science, engineering, and medicine who want to learn more about science and technology policy and how it is made. Public Policy 353A is a "gateway course" - an introduction - both for students pursuing a joint degree or co-terminal degree in Public Policy and for other graduate students interested in S&T policy or possible careers in the policy world. Junior and senior undergraduate students are also welcome to enroll. There is no final for this course.

Geared towards graduate students and advanced undergraduates, this course aims to provide students with an interdisciplinary framework for thinking about both why and when new technology should be regulated, as well as how to create effective regulations and policies when the pace of technological innovation often far exceeds the pace at which laws and public policies can be made. Through case studies involving specific areas of emerging technology, we will explore the opportunities that new technologies provide for improvement to a broad range of human domains - including the physical and social sciences, healthcare, economics, equity/justice, and national security. At the same time, we will consider risks presented by those same technologies, learn about policies and regulatory structures (both public and private) aimed at mitigating those risks, and reflect on potential risks and opportunities associated with the regulatory process itself. Readings and discussions will touch on the nature of relationships among scientific and technological experts, public officials, activists, and ordinary citizens - including problems of science literacy and communication between policymakers and practitioners. Students from all schools are encouraged to enroll, with the aim of creating opportunities for students to engage in the type of cross-discipline dialogue we will be discussing in class. Specific case studies may include: consumer data privacy, facial recognition, election-related misinformation and disinformation, regulation of the metaverse, automation and machine learning in military technology.

How to mobilize evidence to support informed decisions by education policy makers? How to create public sector partnerships for research and practice? In this 3-4-credit course, students will have the opportunity to engage with policy teams around a real educational problem, providing pro-bono technical support. Before the course starts, the instructor will collect expressions of interest from the Brazilian Ministry of Education and from State and municipal Secretariats of Education in the country, and match students to the problems most highly rated by each of them upon applying to the course (participation capped at 25 students). Working in groups, students will produce (1) a meta-analysis, analyzing what we know about what works or not to address the problem based on existing scientific research, (2) a policy review, summarizing what we (do not) know about the problem based on public documents and expert opinions (from Stanford or elsewhere), and (3) recommendations for action, proposing a strategy for making progress towards that problem. Groups will meet with their client bi-weekly to refine their understanding of the problem, share progress towards deliverables, collect feedback, and iterate around the initial objectives as teams learn more about their problems. This course is worth 3-4 credits, meaning you might need to dedicate 9-12 hours per week, including class time. This includes participation in both full-class and section meetings, leaving approximately 8 hours for work outside of class. The course meets twice a week over the course of the Spring quarter. It consists of 3 lectures, 12 group-work meetings, and 5 client-facing meetings. See schedule for additional details. Enrollment depends on instructor permission obtained in the first day of class. Priority will be given to Master's and PhD students in ICE.

Instructor and program consent required prior to enrollment.