Results for PATHWAYS::*

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)

This course encourages students to think critically about historical sources and to use creative and rigorous historical methods to recover African American women's experiences, which often have been placed on the periphery of American history and American life.

Introduction to interdisciplinary approaches to gender, sexuality, queer, trans, and feminist studies. Topics include social justice and feminist organizing, art and activism, feminist histories, the emergence of gender and sexuality studies in the academy, intersectionality and interdependence, the embodiment and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, disability, and sexuality. Includes guest lectures from faculty across the university and weekly discussion sections.

A few years ago, health experts began calling out tobacco as engendering a global health crisis, categorizing the cigarette as the world's greatest weapon of mass destruction. A "global health crisis"? What merits that title if not tobacco use? A hundred million people were killed by tobacco in the 20th century, and ten times that number ¿ a billion people ¿ are predicted to die prematurely from exposure to cigarette smoke over the next hundred years. How has tobaccocome to be labeled a global health crisis over the last decade and what has been the political response? From whence does activism and ongoing complacency regarding tobacco arise? How are they created in different cultural contexts?This course aims to provide students conceptual tools to tackle two specific thought projects: (1) to understand how institutional actors compete to define a situation in the world today as a problem of global health, and (2) to understand the sociocultural means by which something highly dangerous to health such as the cigarette is made both politically contentious and inert. On both fronts, special attention will be given to the ways global health activism and complacency unfold in the U.S. and China.

Startup Garage is an intensive, hands-on, project-based course where students apply human-centric design, lean startup methodology, and the Business Model Canvas to conceive, design, and field-test new business concepts that address real world needs. Teams get out of the building and interact directly with users, industry participants, and advisors to deeply understand one or more unmet customer needs. They proceed to design, prototype, and test their proposed products or services and a business model. Teams working on impact-focused ventures will apply the same methodology to address the needs of their beneficiaries. Students develop entrepreneurial skills as they learn critical, cutting-edge techniques about launching a venture. The course is offered by the Graduate School of Business. PREREQUISITE: Team application required. See details and apply at http://startupgarage.stanford.edu/details (login required).

In this intensive, hands-on project based course, teams continue to develop their ventures based on a user need that they validated in preparation for the course. They build out more elaborate versions of their prototypes and Business Model Canvas; test hypotheses about the product/service, business model, value proposition, customer acquisition, revenue generation, and fundraising; and deliver a seed round financing pitch to a panel of investors. Students develop entrepreneurial skills as they 1) Get out of the building and gather insights from users, investors, and advisors, 2) Make decisions about pivoting, 3) Work through their operating plans and unit economics, 4) Test go-to-market strategies, 5) Consider equity splits, 6) Learn term sheet negotiations, and 7) Practice their pitches. PREREQUISITE: SUSTAIN 376 or a team application. See details and apply at http://startupgarage.stanford.edu/details (login required).

Economic, social, political, and technical aspects of sustainable water supply and sanitation service provision in developing countries. Service pricing, alternative institutional structures including privatization, and the role of consumer demand and community participation in the planning process. Environmental and public health considerations, and strategies for serving low-income households.

Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.

Focuses on the knowledge and skills, respect and thoughtful practice of designing health promotion interventions that are relevant, theoretically-informed, have broad impacts, and can endure. Provides an in-depth review of intervention approaches for health promotion and disease prevention and covers the leading theories of behavior change. Follows an integrative model to demonstrate similarities and differences between the theoretical approaches, seeking what is useful and worthwhile in each theoretical model rather than looking primarily for what is most easily criticized. Practical in nature with emphasis on the specifics of needs assessments and intervention development and delivery and how these may vary across community settings, with diverse populations, addressing different behaviors, and leveraging traditional and emerging delivery channels. Explores intervention creation, delivery, effectiveness, and sustainability to identify and better understand the resources and other practical considerations necessary to produce, deliver, monitor, and disseminate an intervention with demonstrated effectiveness. Examples drawn from across the behavioral spectrum and include tobacco control, physical activity, healthy diet, stress and distress, as well as consideration of the complexities of extending interventions to target multiple risk behaviors. Students develop a foundational understanding of behavior change theory, rigorous research methods, and creative design strategies to advance the health of individuals and communities. Students taking 2 units only will complete all 4 homework assignments, attend 8 of 10 class sessions, and complete an abbreviated final abstract plus figures/tables instead of a final paper. The grading, in this instance, will be the medical school option of credit/no credit. CHPR master's students must enroll for 3 units and a letter grade.

In this course, students will work directly on a real-world deliberative democracy project using the method of Deliberative Polling. Students in this course will work in partnership with the Center for Deliberative Democracy at Stanford, a research center devoted to the research in democracy and public opinion around the world. This unique practicum will allow students to work on an actual Deliberative Polling project on campus. In just one quarter, the students will prepare for, implement, and analyze the results for an Deliberative Polling project. This is a unique opportunity that allows students to take part in the entire process of a deliberative democracy project. Through this practicum, students will learn and apply quantitative and qualitative research methods. Students will explore the underlying challenges and complexities of what it means to actually do community-engaged research in the real world. As such, this course will provide students with skills and experience in research design in deliberative democracy, community and stakeholder engagement, and the practical aspects of working in local communities. This practicum is a collaboration between the Center for Deliberative Democracy and the Haas Center for Public Service. CDD website: http://cdd.stanford.edu; Hass Center website: https://haas.stanford.edu. Cardinal Course certified by the Haas Center for Public Service.

Learn how to find, create and analyze data to tell news stories with public service impact. Uses relational databases, advanced queries, basic statistics, and mapping to analyze data for storytelling. Assignments may include stories, blog posts, and data visualizations, with at least one in-depth project based on data analysis. Prerequisites: COMM 273D or Journalism M.A. student.

Restricted to Computer Science students. Appropriate academic credit (without financial support) is given for volunteer computer programming work of public benefit and educational value. Register using the section number associated with the instructor. Prerequisite: consent of instructor.

Introduction to interdisciplinary approaches to gender, sexuality, queer, trans, and feminist studies. Topics include social justice and feminist organizing, art and activism, feminist histories, the emergence of gender and sexuality studies in the academy, intersectionality and interdependence, the embodiment and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, disability, and sexuality. Includes guest lectures from faculty across the university and weekly discussion sections.

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 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.

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)

Open only to recipients of the Haas Summer Fellowship, which offers students the opportunity to initiate and carry out an innovative service project in collaboration with a community partner. Goal is to expand upon the work fellows did during the application process with respect to the feasibility and sustainability of their field projects.

Cross-listed with Law (LAW 7071), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units.

(Same as STRAMGT 368). This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of nonprofit organizations and their executive and board leaders, in the era of venture philanthropy and social entrepreneurship. The students will also be introduced to core managerial issues uniquely defined by this sector such as development/fundraising, investment management, performance management and nonprofit finance. The course also provides an overview of the sector, including its history and economics. Cases involve a range of nonprofits, from smaller, social entrepreneurial to larger, more traditional organizations, including education, social service, environment, health care, religion, NGO's and performing arts. In exploring these issues, this course reinforces the frameworks and concepts of strategic management introduced in the core first year courses. In addition to case discussions, the course employs role plays, study group exercises and many outsider speakers.

(Same as GSBGEN 581) A philanthropist is anyone who gives anything-time, expertise, networks, credibility, influence, dollars, experience-in any amount to create a better world. Regardless of one's age, background or profession, everyone has the potential to lead in a way that both tackles the complex social problems our interconnected world faces and creates greater inclusivity, access and impact. This demanding two-week, compressed course will provide passionate students with a brave space to develop and refine a plan for their own social change journey and amplify their potential to give, live and lead in a way that matters more. Using design thinking, students will challenge their preconceptions and wrestle with their social change approach, their privileged position as future Stanford graduates and philanthropy's role in society. Lectures and class discussions will inspire and prepare students to create social value with greater intentionality and humility. For the first class, students will submit a proposed social impact plan for their professional, philanthropic and civic lives. Over the course's six sessions, students will refine their plan, creating a formal theory of change that strategically utilizes their unique leadership platform and asset portfolio to advance opportunity and justice for a target population. Potential guest speakers include Darren Walker, President of the Ford Foundation; Justin Steele, Principal at Google.org; Crystal Hayling, Executive Director of the Libra Foundation; Rob Reich of Stanford PACS and Laura Muñoz Arnold, Co-Chair of the Laura and John Arnold Foundation.

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 course teaches students how to pursue social change through philanthropy with a focus on sustainable development. Students learn about the approaches, history, and key debates in philanthropy, and apply their knowledge by collaboratively making a substantial class contribution to one or more select nonprofit organizations. This class responds to the reality confronting all philanthropists: There are many ways in which we can change the world for the better, but our money and time is finite. How then can we best use our limited resources to accomplish change? And how will we know we've been successful? By the end of the course, students will understand the fundamentals of effective philanthropy, including how to define problems, develop a theory of change, evaluate outcomes, and reduce unintended harm. Students of all levels of familiarity with philanthropy are welcome to join and no discipline is privileged in the class.

Introduction to interdisciplinary approaches to gender, sexuality, queer, trans, and feminist studies. Topics include social justice and feminist organizing, art and activism, feminist histories, the emergence of gender and sexuality studies in the academy, intersectionality and interdependence, the embodiment and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, disability, and sexuality. Includes guest lectures from faculty across the university and weekly discussion sections.

The course will be structured around the perspective of a foundation or a high net worth individual who has decided to devote substantial resources to philanthropy and wishes to decide which philanthropic goals to pursue and how best to achieve them. Although there are no formal prerequisites for the course, we will assume that students have experience working at a foundation, nonprofit organization, impact investing fund, or similar organization, or have taken an introductory course in strategic philanthropy such as GSBGEN 381. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's course, Problem Solving for Social Change (GSBGEN 367) , which has a different focus from this one.)

A philanthropist is anyone who gives anything- time, expertise, networks, credibility, dollars, experience- in any amount to create a better world. Philanthropy is resource, background, age, profession, and industry agnostic, and "Individual Philanthropy: Giving Models, Purpose & Practicum" will amplify your ability to make your giving, volunteering, service and leadership matter more. You have extraordinary potential to create social change, and this course will empower you with the perspective, experience and inspiration to actualize that potential both immediately and over your lifetime. You will be exposed to a diverse array of giving models and approaches, and be given structured space to weigh and appraise your individual philanthropic point of view and approach. Through deep introspection, you will define and/or refine your social change purpose and create a theory of change that maps how you will transform your values, beliefs and resources (including intellectual, human, network, experiential and financial capital) into measurable social value. Class activities will include debates and simulations such as discussing the benefits and challenges of diverse giving models, creating personal giving strategies, giving fundraising pitches and assessing actual foundation grant proposals. Each student will select and complete due diligence on a local nonprofit and create a formal grant proposal. Students will peer-review grant proposals, participate in a multi-stage grantmaking process and allocate $20,000 of grants funded by the Learning by Giving Foundation and Andreessen Philanthropies. Students will also have the unique opportunity to directly connect and engage with globally renowned philanthropic leaders, including Darren Walker (Ford Foundation), Laura Muñoz Arnold (Arnold Ventures), Justin Steele (Google.org), Crystal Hayling (Libra Foundation) and Holden Karnofsky (Open Philanthropy Project), among others.

Social ventures require leadership, funding, expertise, skills and networks to get off the ground, grow and scale. This course will focus on the key strategies for building and leveraging a network of champions to capitalize a social venture at early-stage, and for sustaining and growing that network as the venture grows. This class is applicable to intrapreneurs, changemakers within major institutions, (private or public), board members, impact investors, those who aspire to be senior leaders within social ventures and social entrepreneurs (founders). Co-led by a practicing venture philanthropist and a social entrepreneur, this interactive, pragmatic course will: - Discuss the critical financial and human capital needs of organizations and companies at different life stages. - Explore the concept of champions and the different types of champions including board chairs, co-founders, mentors, faculty advisors, donors, investors, community evangelists, and fellow entrepreneurs. - Learn about effective networks and how to build them, including the role of communications, relationship-building, and crisis management. - Explore the concept of a powerful vulnerability and the art of "influence without authority" in attracting financial and human capital to the mission and making social ventures happen. Special emphasis will be given to developing co-founders and founding teams, boards and funders/investors as champions. - Develop a roadmap for the ways you will support social ventures throughout your career. - Meet social entrepreneurs and their champions who promote them within various power structures (major corporations, government, the institutional funding community) to learn about the successes and failures of their partnerships. Guest speakers will be posted prior to start of class. - Invite you to join instructors, guest speakers and fellow students for casual dinner on both Wednesdays after class.- Get to know your fellow classmates who share a passion for addressing the world's intractable problems and for creating systemic change.

This course is open only to leaders of GSB Global Study Trips. It is experiential and designed to highlight and support opportunities for developing leadership skills through trip design and execution. Lectures will include best practices from past trips that can inform and speed trip design. Role plays, cases, and exercises will be used to demonstrate and try out skills needed to successfully lead a group of peers as they develop into a learning community that explores an academic topic in locations around the world. Topics covered in the class include creating a high performing team, setting and managing expectations among various stakeholders, creating trip culture, holding peers accountable, managing crises on the ground, and more. In addition to the weekly class, meetings with teammates and coaches and advisors are considered a part of the course time commitment.

This course encourages students to think critically about historical sources and to use creative and rigorous historical methods to recover African American women's experiences, which often have been placed on the periphery of American history and American life.

(History 73 is 3 units; History 173 is 5 units.) This course is an introduction to the history of Mexican migration to the United States. Barraged with anti-immigrant rhetoric and calls for bigger walls and more restrictive laws, few people in the United States truly understand the historical trends that shape migratory processes, or the multifaceted role played by both US officials and employers in encouraging Mexicans to migrate north. Moreover, few have actually heard the voices and perspectives of migrants themselves. This course seeks to provide students with the opportunity to place migrants' experiences in dialogue with migratory laws as well as the knowledge to embed current understandings of Latin American migration in their meaningful historical context.

(History 73 is 3 units; History 173 is 5 units.) This course is an introduction to the history of Mexican migration to the United States. Barraged with anti-immigrant rhetoric and calls for bigger walls and more restrictive laws, few people in the United States truly understand the historical trends that shape migratory processes, or the multifaceted role played by both US officials and employers in encouraging Mexicans to migrate north. Moreover, few have actually heard the voices and perspectives of migrants themselves. This course seeks to provide students with the opportunity to place migrants' experiences in dialogue with migratory laws as well as the knowledge to embed current understandings of Latin American migration in their meaningful historical context.

Thematic & chronological approach to conflicts in the region 20th & 21st centuries: Balkan Wars, WWI, WWII, Yugoslav wars, & current Russo-Ukrainian War. Ways women in E. Europe involved in and affected by wars; comparison with women in W. Europe in the two world wars. Examines women during war as members of military services, underground movements, workers, volunteers, mothers of soldiers, subjects and supporters of war aims and propaganda, activists in peace movements, and objects of wartime destruction, dislocation, and sexual violation.

Thematic & chronological approach to conflicts in the region 20th & 21st centuries: Balkan Wars, WWI, WWII, Yugoslav wars, & current Russo-Ukrainian War. Ways women in E. Europe involved in and affected by wars; comparison with women in W. Europe in the two world wars. Examines women during war as members of military services, underground movements, workers, volunteers, mothers of soldiers, subjects and supporters of war aims and propaganda, activists in peace movements, and objects of wartime destruction, dislocation, and sexual violation.

Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.

What are the origins of the human rights movement and where is it headed? What does it mean to be a human rights activist? What are the main challenges and dilemmas facing those engaged in human rights advocacy? In the space of seven decades, human rights advocates have transformed a marginal utopian ideal into a central element of global discussion, if not practice. In this seminar we will examine the actors and organizations behind this remarkable development as well as the vast challenges faced by advocates in the recent past and today. Together, we will learn to be critical of, as well as to think, and act, like human rights advocates. This seminar will introduce you to some the main debates and dilemmas within the human rights movement. We will consider and understand the differing agendas of western international nongovernmental organizations (INGOs) and their counterparts in the frequently non-western) developing world, as well as tensions between and among rights advocates along other important dimensions (civil and political vs. economic, social and cultural rights; rights promotion through engagement of powerful actors vs. challenging structures of power, etc.). The seminar seeks to develop your ability: 1) to understand human rights and social justice issues as contested political, legal and cultural phenomena; 2) to review advocacy texts, videos and other interventions critically; 3) to appreciate the political dimensions of efforts to promote human rights; 4) to understand how recent history constrains and structures options and possibilities for social intervention to promote rights and justice. During the course of the quarter you will be required to submit several short reflection papers and develop a human rights advocacy campaign.

Preference given to postgraduate fellows and graduate students.Focus is on implementation science and evaluation of health care delivery innovations. Topics include implementation science theory, frameworks, and measurement principles; qualitative and quantitative approaches to designing and evaluating new health care models; hybrid design trials that simultaneously evaluate implementation and effectiveness; distinction between quality improvement and research, and implications for regulatory requirements and publication; and grant-writing strategies for implementation science and evaluation. Students will develop a mock (or actual) grant proposal to conduct a needs assessment or evaluate a Stanford/VA/community intervention, incorporating concepts, frameworks, and methods discussed in class. Priority for enrollment for CHPR 212 will be given to CHPR master's students.

Social and political context of the roles of physicians and health professionals in social change; policy, advocacy, and shaping public attitudes. How physicians have influenced governmental policy on nuclear arms proliferation; environmental health concerns; physicians in government; activism through research; the effects of poverty on health; homelessness; and gun violence. Guest speakers from national and international NGOs.

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)

Development of pragmatic skills for design, implementation, and analysis of structured interviews, focus groups, survey questionnaires, and field observations. Topics include: principles of community-based participatory research, including importance of dissemination; strengths and limitations of different study designs; validity and reliability; construction of interview and focus group questions; techniques for moderating focus groups; content analysis of qualitative data; survey questionnaire design; and interpretation of commonly-used statistical analyses.

Social movement activists frequently target organizations (e.g., corporations, universities) in order to bring about political and social change. Because most organizations are not democracies, movements must find ways to penetrate their closed boundaries if they are to have an influence inside organizations. At the same time, social movements create organizational structures that help them carry out their goals, reproduce their missions and tactics, and effectively generate collective action. The purpose of this course is to examine the complex relationship between social movements and organizations. In order to understand the empirical link between movements and organizations, we will rely on social movement and organizational theory. Like the phenomena they seek to explain, these theories are strongly intertwined. In this course, we will cover topics related to how movements use organizations to propel change, and topics related to how movements help generate social change by targeting organizations. We will also evaluate the theoretical developments at the nexus of these two literatures, identifying the major innovations as well as looking for new research opportunities.

Design for Extreme Affordability (Extreme) is for students who have a passion for social impact, and want to experience designing products and services that address issues of global poverty, through tackling real world challenges in collaboration with low-resource communities. Extreme is a two-quarter graduate level sequence cross listed by the Graduate School of Business (OIT333/334) and the School of Engineering (ME206A/B). The program is hosted by the d.school and open to students from all Stanford schools. This multidisciplinary team, fast paced, project based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners, and the communities they serve, on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modeling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Products and services designed in the class have impacted well over 150 million people worldwide. Limited enrollment by application. Must sign up for both OIT333/ME206A (Winter) and OIT334/ME206B (Spring). See extreme.stanford.edu for more details and application process which opens in October. Cardinal Course certified by the Haas Center for Public Service.

Design for Extreme Affordability ('Extreme') is for students who have a passion for social impact, and want to experience designing products and services that address issues of global poverty, through tackling real world challenges in collaboration with low-resource communities. Extreme is a two-quarter graduate level sequence cross listed by the Graduate School of Business (OIT333/334) and the School of Engineering (ME206A/B). The program is hosted by the d.school and open to students from all Stanford schools. This multidisciplinary team, fast paced, project based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners, and the communities they serve, on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modeling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Products and services designed in the class have impacted well over 150 million people worldwide.Limited enrollment by application. Must sign up for both OIT333/ME206A (Winter) and OIT334/ME206B (Spring).See extreme.stanford.edu for more details and application process which opens in October.Cardinal Course certified by the Haas Center for Public Service.

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?

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?

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 course teaches students how to pursue social change through philanthropy with a focus on sustainable development. Students learn about the approaches, history, and key debates in philanthropy, and apply their knowledge by collaboratively making a substantial class contribution to one or more select nonprofit organizations. This class responds to the reality confronting all philanthropists: There are many ways in which we can change the world for the better, but our money and time is finite. How then can we best use our limited resources to accomplish change? And how will we know we've been successful? By the end of the course, students will understand the fundamentals of effective philanthropy, including how to define problems, develop a theory of change, evaluate outcomes, and reduce unintended harm. Students of all levels of familiarity with philanthropy are welcome to join and no discipline is privileged in the class.

This course teaches students how to pursue social change through philanthropy with a focus on sustainable development. Students learn about the approaches, history, and key debates in philanthropy, and apply their knowledge by collaboratively making a substantial class contribution to one or more select nonprofit organizations. This class responds to the reality confronting all philanthropists: There are many ways in which we can change the world for the better, but our money and time is finite. How then can we best use our limited resources to accomplish change? And how will we know we've been successful? By the end of the course, students will understand the fundamentals of effective philanthropy, including how to define problems, develop a theory of change, evaluate outcomes, and reduce unintended harm. Students of all levels of familiarity with philanthropy are welcome to join and no discipline is privileged in the class.

Cross-listed with Law (LAW 7071), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units.

Join SPARQ (Social Psychological Answers to Real-world Questions) as a research assistant and help with projects addressing real-world issues.

Undergraduate and graduate students will work in teams to design, build, test, and distribute online toolkits that help practitioners solve real-world problems by applying social science. Graduate students can build toolkits for their own research. Students will learn how to assess the needs of practitioner audiences; write text, design graphics, and program activities for these audiences; prepare, deliver, and produce a TED-style online video; design surveys in Qualtrics; and build and user-test the toolkit. Readings and class discussions will include modules on design thinking, storytelling, science writing, information design, and impact evaluation. For an example of a toolkit in progress, please visit spacereface.org. Permission of instructor required.

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?

PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. In this course, we will explore a variety of movements from marriage equality and civil rights to climate change. A full course description and video can be found here: pwrcourses.stanford.edu/pwr2/pwr2kta For the PWR course catalog please visit https://pwrcourses.stanford.edu/ Enrollment is handled by the PWR office. Prerequisite: PWR 1.

Cross-listed with Law (LAW 7071), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units.

Our primary objective in this course is to prepare and equip you to play a high-impact leadership role in the social sector, as a founder, executive, board member, and/or donor/philanthropist. This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of social sector organizations and their executive and board leaders, in the era of venture philanthropy and social entrepreneurship. The students will also be introduced to core managerial issues uniquely defined by this sector such as development/fundraising, investment management, performance management and nonprofit finance. The course also provides an overview of the sector, including its history and economics. Cases involve a range of nonprofits, from smaller, social entrepreneurial to larger, more traditional organizations, including education, social service, environment, health care, religion, international NGO's and performing arts. In exploring these issues, this course reinforces the frameworks and concepts of strategic management introduced in the core first year courses. In addition to case discussions, the course employs role plays, study group exercises and many extraordinary guest speakers who are luminaries in the social sector.

Introduction to interdisciplinary approaches to gender, sexuality, queer, trans, and feminist studies. Topics include social justice and feminist organizing, art and activism, feminist histories, the emergence of gender and sexuality studies in the academy, intersectionality and interdependence, the embodiment and performance of difference, and relevant socio-economic and political formations such as work and the family. Students learn to think critically about race, gender, disability, and sexuality. Includes guest lectures from faculty across the university and weekly discussion sections.

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?