Results for LEAD

This experiential course allows students to grow as leaders through immersion in leadership positions in the Stanford Band. Study and implement frameworks and tools that enhance leadership and team performance. Topics covered include traditional leadership and governance concepts, as well as approaches specifically effective in music ensembles.

Enhance your skills in leading and creating positive social change within the Stanford community and beyond. Deepen self-knowledge and self-awareness while building capabilities for leading in teams and communities. Rooted in the Social Change Model, this experiential and project-based course explores topics including values in action, effective collaboration, team and community-building, communicating across differences, and inspiring common purpose within groups. Build your leadership toolkit through hands-on practice and apply your learnings in the specific communities to which you belong. This class is for students with both formal and informal leadership roles on campus.

Purpose is not a singular thing; it's a way of living with what matters at the center. Investigate and own your unique journey for purpose. Explore the connection between an inner journey for compassionate self-understanding and an outer focus on engaging with the world. In this highly interactive class, we will create a supportive and inclusive community from which you can investigate the contemplative, psychological, social, and communal factors that deepen meaning-making, support authenticity, and encourage living more purposefully. Drawing from disciplines as diverse as art, poetry, design, contemplative practice, sociology, and positive psychology, we will cultivate skills that promote wellbeing and flourishing at Stanford and beyond.

Engage in meaningful spiritual dialogue and religious encounter with one another, fostering a conversation across differences. Explore ways to nurture meaning and purpose in daily life through experiential learning activities. You will have the opportunity to focus inwards on your own spirituality and write your spiritual autobiography. It is not expected that you will be an adherant of or have expertise in religious practices and traditions or background in religious scholarship. You will gain skills and knowledge enabling you to wrestle with life's ultimate religious and spiritual questions through readings, facilitated discussions, and breakout sessions. All sessions will be held over dinner as communal meals are ways of community building between the students. Dinner is provided.

This interdisciplinary and practice-based course develops foundational life skills that enable students to realize their potential in school, work, and life in the 21st century. Research over the last few decades has shown that one's ability to thrive is highly correlated with growing and developing as a person: emotionally, socially, cognitively, and psychophysically. This course fosters inner growth through a specific form of evidence-based meditation called Transcendental Meditation, shown to enhance awareness, creativity, resilience, and balance. Students will also develop key communication, relationship building, and collaboration skills. The course features recent research on holistic human development, neuroscience of performance, and integrative leadership. Its design is based on a training program utilized by thousands of leaders of larger established organizations, venture backed startups, NGO's, and government agencies. This integrative approach to leadership development can reduce stress and lead to emotional balance, mental clarity, and increased effectiveness in life pursuits.

Being an athlete provides us with a unique opportunity for leadership both within our team and beyond. In this experiential and discussion-based course, we will reflect critically on who we are behind our athlete identities - how do the other visible and invisible identities we carry intersect to shape our athlete experience? While we may all identify as Stanford athletes, no one athlete's experience is the same. With an emphasis on the importance of self-awareness and storytelling, students will look beyond their talents in their sports to reflect on how all their identities intersect and affect their positionality within Stanford and the surrounding community. As a class we will specifically look at how gender, race, ethnicity, sexual orientation, religion, socioeconomic status, mental health, and disability interact with one's identity as an athlete. Using the Marshall Ganz framework for public narrative, students will explore who they are beyond their athlete identity, what it means to be a Stanford athlete, and how the athlete community can come together to address challenges they face. Students will leave with tangible leadership skills in coaching and public narrative to allow them to better know themselves, find their voice, and learn how to use their voice for positive social change within the Stanford community. This class is specifically designed for varsity and club athletes.

This course will introduce initiated fraternity and sorority members to the Sexual Citizenship Framework as well as fundamental skills and practices to support creating positive change. Students will be provided opportunities, guidance, and resources to design and implement their own projects to advance a culture of sexual citizenship in their chapters and broader fraternity and sorority communities. This course is limited to initiated fraternity and sorority members only. A permission code is required to register.

This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.

Two Consecutive Weekend Course: Community Organizing makes a difference in addressing major public challenges that demand full engagement of the citizenry, especially those whose voices are marginalized. In this course you will learn and practice the leadership skills needed to mobilize your communities for positive social change. We identify leadership as accepting responsibility to enable others to achieve shared purpose in the face of uncertainty. As organizers you will learn how to develop capacity within your community and analyze power dynamics to develop a strategic plan. By the end of this course, you will create an organizing campaign that builds power rooted in the resources of your community. The class will be an intensive held the first two weekends of winter quarter, Jan 12-14 and Jan 19-21, 2024. Class begins on Friday in the afternoon and runs through early Sunday evening. There will also be one follow-up, all class session Week 9 of the quarter, tentatively scheduled for Thursday, March 7, from 4-5:50 PM

In an increasingly diverse, complex, and polarized world, dialogue across differences in identity and perspective is a practice laden with challenges and opportunities. Nonetheless, leading effectively requires the ability to communicate, learn, and collaborate across difference. In this class, we will engage the practice of dialogue as one framework and set of skills through which to hone this ability. First, we will explore ourselves as social beings; how do each of our identities and positionalities inform how we navigate the world? We will then make meaning of dialogue as a distinct mode of communication, while addressing contemporary issues like cancel culture and free speech on college campuses. Culminating in in-class dialogue sessions led by student members of the teaching team, students will not only refine the skill and art of dialogue but also emerge as leaders who are capable of fostering more empathetic and just environments.

Did you know that you have the right to sexual self-determination? In other words, each person is a sexual citizen with the right to choose their own sexual experience, including not engaging sexually, no matter their gender, race, color, class, age, ability, physical appearance, sexual orientation, past experiences, or other status. Developing our individual sexual citizenship has the potential to directly impact the prevalence of sexual violence on our campus. In this course, students will develop awareness of their own sexual citizenship by reading Jennifer Hirsch and Shamus Khan's (2020) Sexual Citizens: A Landmark Study of Sex, Power, and Assault on Campus. Critical reflections, collective discussions, and experiential activities will support students to attune to themselves and others. Students will design and implement their own campus community-based projects to advance a culture of sexual citizenship grounded in care, respect, and consent.

Translate theoretical knowledge and acquired skills into actionable projects or initiatives that make positive impact within and/or beyond the Stanford community. Students work in collaborative groups or individually under the mentorship of the course instructor(s) to design, deliver, and evaluate an initiative or project.

Exploration of a topic (to be determined) not covered by the standard curriculum but of interest to faculty and students in a particular quarter. May be repeated with change of content. For more information regarding specific course titles, please refer to the notes of each course section.