EARTHSYS 4:
Coevolution of Earth and Life (GS 4)
Earth is the only planet in the universe currently known to harbor life. When and how did Earth become inhabited? How have biological activities altered the planet? How have environmental changes affected the evolution of life? Are we living in a sixth mass extinction? In this course, we will develop and use the tools of geology, paleontology, geochemistry, and modeling that allow us to reconstruct Earth¿s 4.5 billion year history and to reconstruct the interactions between life and its host planet over the past 4 billion years. We will also ask what this long history can tell us about life¿s likely future on Earth. We will also use One half-day field trip.
Terms: Aut
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
EARTHSYS 8:
The Oceans: An Introduction to the Marine Environment (ESS 8)
The course will provide a basic understanding of how the ocean functions as a suite of interconnected ecosystems, both naturally and under the influence of human activities. Emphasis is on the interactions between the physical and chemical environment and the dominant organisms of each ecosystem. The types of ecosystems discussed include coral reefs, deep-sea hydrothermal vents, coastal upwelling systems, blue-water oceans, estuaries, and near-shore dead zones. Lectures, multimedia presentations, group activities, and tide-pooling day trip.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
EARTHSYS 9:
Public Service Internship Preparation (ARTSINST 40, EDUC 9, HUMBIO 9, PUBLPOL 74, URBANST 101)
Are you prepared for your internship this summer? This workshop series will help you make the most of your internship experience by setting learning goals in advance; negotiating and communicating clear roles and expectations; preparing for a professional role in a non-profit, government, or community setting; and reflecting with successful interns and community partners on how to prepare sufficiently ahead of time. You will read, discuss, and hear from guest speakers, as well as develop a learning plan specific to your summer or academic year internship placement. This course is primarily designed for students who have already identified an internship for summer or a later quarter. You are welcome to attend any and all workshops, but must attend the entire series and do the assignments for 1 unit of credit.
Terms: Spr
| Units: 1
EARTHSYS 10:
Introduction to Earth Systems
For non-majors and prospective Earth Systems majors. Multidisciplinary approach using the principles of geology, biology, engineering, and economics to describe how the Earth operates as an interconnected, integrated system. Goal is to understand global change on all time scales. Focus is on sciences, technological principles, and sociopolitical approaches applied to solid earth, oceans, water, energy, and food and population. Case studies: environmental degradation, loss of biodiversity, and resource sustainability.
Terms: Aut
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors: ;
Arrigo, K. (PI);
Black, H. (PI);
Dial, E. (PI);
Fendorf, S. (PI);
Matsumoto, K. (PI);
McIntosh, T. (PI);
Mekler, T. (PI);
Miles, C. (PI);
Nevle, R. (PI);
Rosales Chavez, E. (PI);
Rosenthal, N. (PI);
Lane, J. (TA)
EARTHSYS 11:
Introduction to Geology (GS 1)
Why are earthquakes, volcanoes, and natural resources located at specific spots on the Earth surface? Why are there rolling hills to the west behind Stanford, and soaring granite walls to the east in Yosemite? What was the Earth like in the past, and what will it be like in the future? Lectures, hands-on laboratories, in-class activities, and one field trip will help you see the Earth through the eyes of a geologist. Topics include plate tectonics, the cycling and formation of different types of rocks, and how geologists use rocks to understand Earth's history.
Terms: Win
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
EARTHSYS 15:
Gender, Land Rights, and Climate Change: An International Perspective
For decades, numerous and far-reaching consequences of anthropogenic climate change have disproportionately affected women, from poverty, food and water security, to land tenure and forced migration, to education and health. As a result, mitigating climate change has enormous implications for women's lives worldwide, yet too few national or international policies address this critical intersection. This weekly seminar will examine this dynamic in light of the Sustainable Development Goals and Paris Climate Treaty. The course will feature guest speakers, reading discussions, and communication exercises to spur policy reform and help students acquire relevant information for their future endeavors.
Terms: Spr
| Units: 1
EARTHSYS 24:
Quick Capture and Questions: Practicing Natural History Through Watercolor
This course makes space to use art as an entry point for closer observation, deeper curiosity, and better understanding of natural systems. With a series of guest experts in art, science, and the practice of natural history, we will investigate the Jasper Ridge Biological Preserve through a number of lenses, microscopic to macroscopic. In each session, we will venture into the preserve to explore how field journaling, quick capture watercolor, and expressive language can mediate insight and sense of connection. Come build a community of practice with us! Apply at https://tinyurl.com/earthsys24 and direct further questions to Freya Chay (freyac@stanford.edu) and Hannah Black (hmcblack@stanford.edu).
Terms: Win
| Units: 1
EARTHSYS 36N:
Life at the Extremes: From the Deep Sea to Deep Space
Preference to freshmen. Microbial life is diverse and resilient on Earth; could it survive elsewhere in our solar system? This seminar will investigate the diversity of microbial life on earth, with an emphasis on extremophiles, and consider the potential for microbial life to exist and persist in extraterrestrial locales. Topics include microbial phylogenetic and physiological diversity, biochemical adaptations of extremophiles, ecology of extreme habitats, and apparent requirements and limits of life. Format includes lectures, discussions, lab-based activities and local field trips. Basics of microbiology, biochemistry, and astrobiology.
Terms: Aut
| Units: 3
EARTHSYS 38N:
The Worst Journey in the World: The Science, Literature, and History of Polar Exploration (ESS 38N, GS 38N)
This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500s for the Arctic and the 1700s for the Antarctic. Materials include The Worst Journey in the World by Aspley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. Optional field trip into the high Sierra in March.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci
EARTHSYS 41N:
The Global Warming Paradox
Preference to freshman. Focus is on the complex climate challenges posed by the substantial benefits of energy consumption, including the critical tension between the enormous global demand for increased human well-being and the negative climate consequences of large-scale emissions of carbon dioxide. Topics include: Earth¿s energy balance; detection and attribution of climate change; the climate response to enhanced greenhouse forcing; impacts of climate change on natural and human systems; and proposed methods for curbing further climate change. Sources include peer-reviewed scientific papers, current research results, and portrayal of scientific findings by the mass media and social networks.
Terms: Aut, Sum
| Units: 3
| UG Reqs: WAY-SMA
EARTHSYS 46N:
Exploring the Critical Interface between the Land and Monterey Bay: Elkhorn Slough (ESS 46N)
Preference to freshmen. Field trips to sites in the Elkhorn Slough, a small agriculturally impacted estuary that opens into Monterey Bay, a model ecosystem for understanding the complexity of estuaries, and one of California's last remaining coastal wetlands. Readings include Jane Caffrey's "Changes in a California Estuary: A Profile of Elkhorn Slough". Basics of biogeochemistry, microbiology, oceanography, ecology, pollution, and environmental management.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
EARTHSYS 61Q:
Food and security (ESS 61Q, INTNLREL 61Q)
The course will provide a broad overview of key policy issues concerning agricultural development and food security, and will assess how global governance is addressing the problem of food security. At the same time the course will provide an overview of the field of international security, and examine how governments and international institutions are beginning to include food in discussions of security.
Terms: Aut
| Units: 3
EARTHSYS 90:
Introduction to Geochemistry (GS 90)
The chemistry of the solid earth and its atmosphere and oceans, emphasizing the processes that control the distribution of the elements in the earth over geological time and at present, and on the conceptual and analytical tools needed to explore these questions. The basics of geochemical thermodynamics and isotope geochemistry. The formation of the elements, crust, atmosphere and oceans, global geochemical cycles, and the interaction of geochemistry, biological evolution, and climate. Recommended: introductory chemistry.
Terms: Win
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-SMA
EARTHSYS 91:
Earth Systems Writers Collective
Come join a community of environmental writers, publish your work, and get course credit at the same time! Are you currently working on an article, an op-ed, translating your class projects into publishable pieces or pursuing a new writing project? Are you interested in publishing your work in the quarterly Earth Systems newsletter and the annual Earth Systems magazine? In this weekly seminar, you will collaborate with others and get constructive feedback from a community of peer writers. You can enroll in the Earth Systems Writers Collective for 1 or 2 units, or just join without signing up for course credit. May be repeat for credit
Terms: Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EARTHSYS 95:
Liberation Through Land: Organic Gardening and Racial Justice (CSRE 95)
Through field trips, practical work and readings, this course provides students with the tools to begin cultivating a relationship to land that focuses on direct engagement with sustainable gardening, from seed to harvest. The course will take place on the O'Donohue Family Stanford Educational Farm, where students will be given the opportunity to learn how to sow seeds, prepare garden beds, amend soils, build compost, and take care of plants. The history of forced farm labor in the U.S., from slavery to low-wage migrant labor, means that many people of color encounter agricultural spaces as sites of trauma and oppression. In this course we will explore the potential for revisiting a narrative of peaceful relation to land and crop that existed long before the trauma occurred, acknowledging the beautiful history of POC coexistence with land. Since this is a practical course, there will be a strong emphasis on participation. Application available at https://goo.gl/forms/cbYX3gSGdrHgHBJH3; deadline to apply is September 18, 2018, at midnight. The course is co-sponsored by the Institute for Diversity in the Arts (IDA) and the Earth Systems Program.
Terms: Aut
| Units: 2
EARTHSYS 100:
Environmental and Geological Field Studies in the Rocky Mountains (ESS 101)
Three-week, field-based program in the Greater Yellowstone/Teton and Wind River Mountains of Wyoming. Field-based exercises covering topics including: basics of structural geology and petrology; glacial geology; western cordillera geology; paleoclimatology; chemical weathering; aqueous geochemistry; and environmental issues such as acid mine drainage and changing land-use patterns.
Terms: Aut
| Units: 3
EARTHSYS 101:
Energy and the Environment (ENERGY 101)
Energy use in modern society and the consequences of current and future energy use patterns. Case studies illustrate resource estimation, engineering analysis of energy systems, and options for managing carbon emissions. Focus is on energy definitions, use patterns, resource estimation, pollution. Recommended: MATH 21 or 42.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
EARTHSYS 102:
Fundamentals of Renewable Power (ENERGY 102)
Do you want a much better understanding of renewable power technologies? Did you know that wind and solar are the fastest growing forms of electricity generation? Are you interested in hearing about the most recent, and future, designs for green power? Do you want to understand what limits power extraction from renewable resources and how current designs could be improved? This course dives deep into these and related issues for wind, solar, biomass, geothermal, tidal and wave power technologies. We welcome all student, from non-majors to MBAs and grad students. If you are potentially interested in an energy or environmental related major, this course is particularly useful. Recommended: Math 21 or 42.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
EARTHSYS 103:
Understanding Energy (CEE 107A, CEE 207A)
Energy is a fundamental driver of human development and opportunity. At the same time, our energy system has significant consequences for our society, political system, economy, and environment. For example, energy production and use is the number one source of greenhouse gas emissions. In taking this course, students will not only understand the fundamentals of each energy resource -- including significance and potential, conversion processes and technologies, drivers and barriers, policy and regulation, and social, economic, and environmental impacts -- students will also be able to put this in the context of the broader energy system and think critically about how and why society has chosen particular energy resources. Both depletable and renewable energy resources are covered, including oil, natural gas, coal, nuclear, biomass and biofuel, hydroelectric, wind, solar thermal and photovoltaics (PV), geothermal, and ocean energy, with cross-cutting topics including electricity, storage, climate change, sustainability, green buildings, energy efficiency, transportation, and the developing world. The course is 4 units, which includes lecture and in-class discussion, readings and videos, assignments, and two off-site field trips. Enroll for 5 units to also attend the Workshop, an interactive discussion section on cross-cutting topics that meets once per week for 80 minutes (timing TBD based on student schedules). The 3-unit option requires instructor approval - please contact Diana Ginnebaugh. Website: http://web.stanford.edu/class/cee207a/ Course was formerly called Energy Resources.nPrerequisites: Algebra. May not be taken for credit by students who have completed CEE 107S.
Terms: Aut, Spr
| Units: 3-5
| UG Reqs: GER:DB-EngrAppSci, WAY-SI
EARTHSYS 104:
The Water Course (GEOPHYS 70)
The Central Valley of California provides a third of the produce grown in the U.S., but has a desert climate, thus raising concerns about both food and water security. The pathway that water takes rainfall to the irrigation of fields (the water course) determines the quantity and quality of the available water. Working with various data sources (remote sensing, gauges, wells) allows us to model the water budget in the valley and explore the way in which recent droughts and increasing demand are impacting freshwater supplies.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
EARTHSYS 105:
Food and Community: Food Security, Resilience and Equity (EARTHSYS 205)
What can communities do to bolster food security, resiliency, and equity in the face of climate change? This course aims to respond to this question, in three parts. In Part 1, we will explore the most current scientific findings on trends in anthropogenic climate forcing and the anticipated impacts on global and regional food systems. Specifically, Part I will review the anticipated impact of climate change on severe weather events, crop losses, and food price volatility and the influence of these impacts on global and regional food insecurity and hunger. In Part II, we will consider what communities can do to promote food security and equity in the face of these changes, by reviewing the emerging literature on food system resiliency. Finally, we will facilitate a conference in which multi-disciplinary teams from around the country will gather to initiate regional planning projects designed to enhance food system resilience and equity. Cardinal Course (certified by Haas Center). Limited enrollment. May be repeated for credit.
Terms: Spr
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
EARTHSYS 105A:
Ecology and Natural History of Jasper Ridge Biological Preserve (BIO 105A)
Formerly 96A - Jasper Ridge Docent Training. First of two-quarter sequence training program to join the Jasper Ridge education/docent program. The scientific basis of ecological research in the context of a field station, hands-on field research, field ecology and the natural history of plants and animals, species interactions, archaeology, geology, hydrology, land management, multidisciplinary environmental education; and research projects, as well as management challenges of the preserve presented by faculty, local experts, and staff. Participants lead research-focused educational tours, assist with classes and research, and attend continuing education classes available to members of the JRBP community after the course.
Terms: Win
| Units: 4
EARTHSYS 105B:
Ecology and Natural History of Jasper Ridge Biological Preserve (BIO 105B)
Formerly 96B - Jasper Ridge Docent Training. First of two-quarter sequence training program to join the Jasper Ridge education/docent program. The scientific basis of ecological research in the context of a field station, hands-on field research, field ecology and the natural history of plants and animals, species interactions, archaeology, geology, hydrology, land management, multidisciplinary environmental education; and research projects, as well as management challenges of the preserve presented by faculty, local experts, and staff. Participants lead research-focused educational tours, assist with classes and research, and attend continuing education classes available to members of the JRBP community after the course.
Terms: Spr
| Units: 4
EARTHSYS 106C:
Why are Scientists Engineering Our Food?
This lecture and discussion course will review the scientific evidence on the use and impacts of genetic engineering in global food and agricultural systems. The class will cover the history and details of crop genetic improvement, ranging from primitive domestication to CRISPR technologies. We will examine the risks and benefits of crop genetic technologies in agriculture with regards to productivity, farm incomes, food safety, human health and nutrition, and environmental impacts. We will also discuss the current and future use of genetic engineering techniques for enhancing climate resilience and nutritional outcomes in agricultural systems worldwide. Finally, we will discuss the ethics of using modern genetic approaches for crop improvement, and the policy environment surrounding the use of these genetic techniques.nnOur expectation is that students enrolled in the course will attend all class sections and participate actively in the discussions. Students will be asked to identify peer-reviewed, scientific papers on the impacts of specific crop genetic improvements. Depending on the class size, students will also be asked to help lead class discussions. At the end of the course, students will work in groups to debate a selected topic on the use of genetic engineering in agriculture, to be announced during the course.nnPrerequisites: One course in biology and one course in economics are suggested. Completion of "Feeding Nine Billion" and "The World Food Economy" classes would also be helpful, as would a class in genetics, but there are no strict course requirements.
Terms: Spr
| Units: 2
EARTHSYS 107:
Control of Nature (ESS 107)
Think controlling the earth's climate is science fiction? It is when you watch Snowpiercer or Dune, but scientists are already devising geoengineering schemes to slow climate change. Will we ever resurrect the woolly mammoth or even a T. Rex (think Jurassic Park)? Based on current research, that day will come in your lifetime. Who gets to decide what species to save? And more generally, what scientific and ethical principles should guide our decisions to control nature? In this course, we will examine the science behind ways that people alter and engineer the earth, critically examining the positive and negative consequences. We'll explore these issues first through popular movies and books and then, more substantively, in scientific research.
Terms: Spr
| Units: 3
| UG Reqs: GER:EC-EthicReas, WAY-ER
EARTHSYS 110:
Introduction to the foundations of contemporary geophysics (GEOPHYS 110)
Introduction to the foundations of contemporary geophysics. Topics drawn from broad themes in: whole Earth geodynamics, geohazards, natural resources, and enviroment. In each case the focus is on how the interpretation of a variety of geophysical measurements (e.g., gravity, seismology, heat flow, electromagnetics, and remote sensing) can be used to provide fundamental insight into the behavior of the Earth. Prerequisite: CME 100 or MA TH 51, or co-registration in either.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
EARTHSYS 111:
Biology and Global Change (BIO 117, ESS 111)
The biological causes and consequences of anthropogenic and natural changes in the atmosphere, oceans, and terrestrial and freshwater ecosystems. Topics: glacial cycles and marine circulation, greenhouse gases and climate change, tropical deforestation and species extinctions, and human population growth and resource use. Prerequisite: Biology or Human Biology core or graduate standing.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
EARTHSYS 112:
Human Society and Environmental Change (EARTHSYS 212, ESS 112, HISTORY 103D)
Interdisciplinary approaches to understanding human-environment interactions with a focus on economics, policy, culture, history, and the role of the state. Prerequisite: ECON 1.
Terms: Aut
| Units: 4
| UG Reqs: WAY-SI
EARTHSYS 113:
Earthquakes and Volcanoes (GEOPHYS 90)
Is the "Big One" overdue in California? What kind of damage would that cause? What can we do to reduce the impact of such hazards in urban environments? Does "fracking" cause earthquakes and are we at risk? Is the United States vulnerable to a giant tsunami? The geologic record contains evidence of volcanic super eruptions throughout Earth's history. What causes these gigantic explosive eruptions, and can they be predicted in the future? This course will address these and related issues. For non-majors and potential Earth scientists. No prerequisites. More information at: https://stanford.box.com/s/zr8ar28efmuo5wtlj6gj2jbxle76r4lu
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
EARTHSYS 114:
Environmental Change and Emerging Infectious Diseases (ANTHRO 177, ANTHRO 277, EARTHSYS 214, HUMBIO 114)
The changing epidemiological environment. How human-induced environmental changes, such as global warming, deforestation and land-use conversion, urbanization, international commerce, and human migration, are altering the ecology of infectious disease transmission, and promoting their re-emergence as a global public health threat. Case studies of malaria, cholera, hantavirus, plague, and HIV.
Terms: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci
EARTHSYS 115N:
Desert Biogeography of Namibia Prefield Seminar (AFRICAST 114N)
Desert environments make up a third of the land areas on Earth, ranging from the hottest to the coldest environments. Aridity leads to the development of unique adaptations among the organisms that inhabit them. Climate change and other processes of desertification as well as increasing human demand for habitable and cultivatable areas have resulting in increasing need to better understand these systems. Namibia is a model system for studying these processes and includes the Sossuvlei (Sand Sea) World Heritable Site. This seminar will prepare students for their overseas field experience in Namibia. The seminar will provide an introduction to desert biogeography and culture, using Namibia as a case study. During the seminar, students will each give two presentations on aspects of desert biogeography and ecology, specific organisms and their adaptations to arid environments, cultural adaptations of indigenous peoples and immigrants, ecological threats and conservation efforts, and/or national and international policy towards deserts. Additional assignments include a comprehensive dossier and a final exam. Students will also carry out background research for the presentations they will be giving during the field seminar where access to the internet and to other scholarly resources will be limited. In addition, we will cover logistics, health and safety, cultural sensitivity, geography, and politics. We will deal with post-field issues such as reverse culture shock, and ways in which participants can consolidate and build up their abroad experiences after they return to campus.
Terms: Win, Spr
| Units: 3
EARTHSYS 120:
Social Science Field Research Methods and Applications (ECON 121, PUBLPOL 120, PUBLPOL 220)
Fundamentals of the design, implementation and interpretation of social science field research. Building on a basic knowledge of statistical methods and economics, the course introduces observational field research and compares it with experimental field research. Significant attention devoted to explaining the details of research design as well as what can and cannot be learned through each type of field research. Emphasis placed on the theory of the design and analysis of statistical experiments. Topics include: sample size selection, power and size of statistical hypothesis tests, partial compliance, sample selection bias and methods for accounting for it. Development of critical reading skills emphasized through class discussions of academic journal articles and popular media accounts of field research. Examples of best practice field research studies presented as well as examples of commonly committed errors; students are expected to articulate and challenge or defend underlying assumptions and the extent to which real-world research matches up with concepts covered in lecture. Practical aspects of field work, including efficient and cost-effective data collection, teamwork, field team supervision, budget management, and common ethical considerations. Grading based on weekly problem sets that focus on developing data analysis skills using statistical software, a midterm examination, and a final project in which students write a detailed research proposal. Students can also apply to participate in a course project designing a field research project and implementing it in a developing country context during four weeks of the summer. Prerequisites: either ECON 1 and either STATS 60 or Econ 102A or equivalent.
Terms: Spr
| Units: 5
EARTHSYS 122:
Evolution of Marine Ecosystems (BIO 119, GS 123, GS 223B)
Life originally evolved in the ocean. When, why, and how did the major transitions occur in the history of marine life? What triggered the rapid evolution and diversification of animals in the Cambrian, after more than 3.5 billion years of Earth's history? What caused Earth's major mass extinction events? How do ancient extinction events compare to current threats to marine ecosystems? How has the evolution of primary producers impacted animals, and how has animal evolution impacted primary producers? In this course, we will review the latest evidence regarding these major questions in the history of marine ecosystems. We will develop familiarity with the most common groups of marine animal fossils. We will also conduct original analyses of paleontological data, developing skills both in the framing and testing of scientific hypotheses and in data analysis and presentation.
Terms: Aut
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-SMA
EARTHSYS 124:
Measurements in Earth Systems (ESS 212)
A classroom, laboratory, and field class designed to provide students familiarity with techniques and instrumentation used to track biological, chemical, and physical processes operating in earth systems, encompassing upland, aquatic, estuarine, and marine environments. Topics include gas and water flux measurement, nutrient and isotopic analysis, soil and water chemistry determination. Students will develop and test hypotheses, provide scientific evidence and analysis, culminating in a final presentation.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-SMA
EARTHSYS 125:
Shades of Green: Redesigning and Rethinking the Environmental Justice Movements (CSRE 125E, EARTHSYS 225, URBANST 125)
Historically, discussions of race, ethnicity, culture, and equity in the environment have been relegated to the environmental justice movement, which often focuses on urban environmental degradation and remains separated from other environmental movements. This course will seek to break out of this limiting discussion. We will explore access to outdoor spaces, definitions of wilderness, who is and isn't included in environmental organizations, gender and the outdoors, how colonialism has influenced ways of knowing, and the future of climate change. The course will also have a design thinking community partnership project. Students will work with partner organizations to problem-solve around issues of access and diversity. We value a diversity of experiences and epistemological beliefs, and therefore undergraduates and graduate students from all disciplines are welcome.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-EDP
EARTHSYS 128:
Evolution of Terrestrial Ecosystems (GS 128, GS 228)
The what, when, where, and how do we know it regarding life on land through time. Fossil plants, fungi, invertebrates, and vertebrates (yes, dinosaurs) are all covered, including how all of those components interact with each other and with changing climates, continental drift, atmospheric composition, and environmental perturbations like glaciation and mass extinction. The course involves both lecture and lab components. Graduate students registering at the 200-level are expected to write a term paper, but can opt out of some labs where appropriate.
Terms: Win
| Units: 4
| UG Reqs: WAY-SMA
EARTHSYS 130:
Designing and Evaluating Community Engagement Programs for Social and Environmental Change (ENVRES 201)
Non-profit organizations seeking to achieve social and environmental change often run outreach and education programs to engage community members in their cause. Effective application of social science theory and methods may improve the design and evaluation of such community engagement programs. In this class, we partner with environmental and social justice organizations in the Bay Area to explore two questions: 1) How can recent findings from the social sciences be applied to design more effective community engagement programs ? 2) How can we rigorously evaluate outreach and education programs to ensure they are achieving the desired objectives? The course will include an overview of key theories from psychology, sociology, and education, field trips to partnering organizations, and a term-long community-engaged research project focused on designing and/or evaluating a local outreach or educational program that is meant to achieve social and environmental change.
Terms: Spr
| Units: 3
EARTHSYS 131:
Pathways in Sustainability Careers (EARTH 131)
Interactive, seminar-style sessions expose students to diverse career pathways in sustainability. Professionals from a variety of careers discuss their work, their career development and decision-points in their career pathways, as well as life style aspects of their choices.
Terms: Win, Spr
| Units: 1
EARTHSYS 133:
Social Entrepreneurship Collaboratory (URBANST 133)
Interdisciplinary student teams create and develop U.S. and international social entrepreneurship initiatives. Proposed initiatives may be new entities, or innovative projects, partnerships, and/or strategies impacting existing organizations and social issues in the U.S. and internationally. Focus is on each team¿s research and on planning documents to further project development. Project development varies with the quarter and the skill set of each team, but should include: issue and needs identification; market research; design and development of an innovative and feasible solution; and drafting of planning documents. In advanced cases, solicitation of funding and implementation of a pilot project. Enrollment limited to 20. May be repeated for credit.
Terms: Win
| Units: 4
| UG Reqs: WAY-SI
| Repeatable
for credit
EARTHSYS 136:
The Ethics of Stewardship (EARTHSYS 236)
What responsibilities do humans have to nonhuman nature and future generations? How are human communities and individuals shaped by their relationships with the natural world? What are the social, political, and moral ramifications of drawing sustenance and wealth from natural resources? Whether we realize it or not, we grapple with such questions every time we turn on the tap, fuel up cars, or eat meals -and they are key to addressing issues like global climate change and environmental justice. In this class, we consider several perspectives on this ethical question of stewardship: the role of humans in the global environment. In addition to reading written work and speaking with land stewards, we will practice stewardship at the Stanford Educational Farm. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Aut, Spr
| Units: 2-3
| UG Reqs: WAY-ER
EARTHSYS 139:
Ecosystem Services: Frontiers in the Science of Valuing Nature (BIO 138, BIO 238, EARTHSYS 239)
This advanced course explores the science of valuing nature, beginning with its historical origins, and then its recent development in natural (especially ecological), economic, psychological, and other social sciences. We will use the ecosystem services framework (characterizing benefits from ecosystems to people) to define the state of knowledge, core methods of analysis, and research frontiers, such as at the interface with biodiversity, resilience, human health, and human development. Intended for diverse students, with a focus on research and real-world cases. To apply, please email the instructor (gdaily@stanford.edu) with a brief description of your background and research interests.
Terms: Aut
| Units: 3
EARTHSYS 141:
Remote Sensing of the Oceans (EARTHSYS 241, ESS 141, ESS 241, GEOPHYS 141)
How to observe and interpret physical and biological changes in the oceans using satellite technologies. Topics: principles of satellite remote sensing, classes of satellite remote sensors, converting radiometric data into biological and physical quantities, sensor calibration and validation, interpreting large-scale oceanographic features.
Terms: Win
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-AQR
EARTHSYS 142:
Remote Sensing of Land (EARTHSYS 242, ESS 162, ESS 262)
The use of satellite remote sensing to monitor land use and land cover, with emphasis on terrestrial changes. Topics include pre-processing data, biophysical properties of vegetation observable by satellite, accuracy assessment of maps derived from remote sensing, and methodologies to detect changes such as urbanization, deforestation, vegetation health, and wildfires.
Terms: Win
| Units: 4
| UG Reqs: WAY-AQR
EARTHSYS 143:
Molecular Geomicrobiology Laboratory (BIO 142, ESS 143, ESS 243)
In this course, students will be studying the biosynthesis of cyclic lipid biomarkers, molecules that are produced by modern microbes that can be preserved in rocks that are over a billion years old and which geologist use as molecular fossils. Students will be tasked with identifying potential biomarker lipid synthesis genes in environmental genomic databases, expressing those genes in a model bacterial expression system in the lab, and then analyzing the lipid products that are produced. The overall goal is for students to experience the scientific research process including generating hypotheses, testing these hypotheses in laboratory experiments, and communicating their results through a publication style paper. Prerequisites: BIO83 and CHEM35 or permission of the instructor.
Terms: Spr
| Units: 4
| UG Reqs: WAY-SMA
EARTHSYS 144:
Fundamentals of Geographic Information Science (GIS) (ESS 164)
Survey of geographic information including maps, satellite imagery, and census data, approaches to spatial data, and tools for integrating and examining spatially-explicit data. Emphasis is on fundamental concepts of geographic information science and associated technologies. Topics include geographic data structure, cartography, remotely sensed data, statistical analysis of geographic data, spatial analysis, map design, and geographic information system software. Computer lab assignments. All students are required to attend a weekly lab session.
Terms: Aut
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-AQR
EARTHSYS 146B:
Atmosphere, Ocean, and Climate Dynamics: the Ocean Circulation (CEE 162I, CEE 262I, ESS 246B)
Introduction to the physics governing the circulation of the atmosphere and ocean and their control on climate with emphasis on the large-scale ocean circulation. This course will give an overview of the structure and dynamics of the major ocean current systems that contribute to the meridional overturning circulation, the transport of heat, salt, and biogeochemical tracers, and the regulation of climate. Topics include the tropical ocean circulation, the wind-driven gyres and western boundary currents, the thermohaline circulation, the Antarctic Circumpolar Current, water mass formation, atmosphere-ocean coupling, and climate variability. Prerequisites: MATH 51 or CME100; and PHYSICS 41; and CEE 162A or CEE 101B or a graduate class in fluid dynamics or consent of the instructor.
Terms: Spr
| Units: 3
EARTHSYS 148:
Grow it, Cook it, Eat it. An Experiential Exploration of How and Why We Eat What We Eat
This course provides an introductory exploration of the social, cultural, and economic forces that influence contemporary human diets. Through the combination of interrelated lectures by expert practitioners and hands-on experience planting, tending, harvesting, cooking, and eating food from Stanford's dining hall gardens, students will learn to think critically about modern agricultural practices and the relationship between cuisine and human and ecological health outcomes. Students will also learn and apply basic practices of human-centered design to develop simple frameworks for understanding various eating behaviors in Stanford¿s dining halls and to develop and test hypotheses for how R&DE Stanford Dining might influence eating behaviors to effect better health outcomes for people and the planet. This class, which is offered through the FEED Collaborative in the School of Earth, Energy and Environmental Sciences, requires an application. For more information about the FEED Collaborative, application procedures and deadlines, and other classes we teach, please visit our website at http://feedcollaborative.org.
Terms: Aut
| Units: 3
EARTHSYS 149:
Wild Writing (EARTHSYS 249)
What is wilderness and why does it matter? In this course we will interrogate answers to this question articulated by influential and diverse American environmental thinkers of the 19th, 20th, and 21st centuries, who through their writing transformed public perceptions of wilderness and inspired such actions as the founding of the National Park System, the passage of the Wilderness Act and the Clean Air and Water Acts, the establishment of the Environmental Protection Agency, and the birth of the environmental and climate justice movements. Students will also develop their own responses to the question of what is wilderness and why it matters through a series of writing exercises that integrate personal narrative, wilderness experience, and environmental scholarship, culminating in a ~3000 word narrative nonfiction essay. This course will provide students with knowledge, tools, experience, and skills that will empower them to become more persuasive environmental storytellers and advocates.nnIf you are interested in signing up for the course, complete this pre-registration form https://stanforduniversity.qualtrics.com/jfe/form/SV_9XqZeZs036WIvop
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
EARTHSYS 151:
Biological Oceanography (EARTHSYS 251, ESS 151, ESS 251)
Required for Earth Systems students in the oceans track. Interdisciplinary look at how oceanic environments control the form and function of marine life. Topics include distributions of planktonic production and abundance, nutrient cycling, the role of ocean biology in the climate system, expected effects of climate changes on ocean biology. Local weekend field trips. Designed to be taken concurrently with Marine Chemistry (ESS/EARTHSYS 152/252). Prerequisites: BIO 43 and ESS 8 or equivalent.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-SMA
EARTHSYS 152:
Marine Chemistry (EARTHSYS 252, ESS 152, ESS 252)
Introduction to the interdisciplinary knowledge and skills required to critically evaluate problems in marine chemistry and related disciplines. Physical, chemical, and biological processes that determine the chemical composition of seawater. Air-sea gas exchange, carbonate chemistry, and chemical equilibria, nutrient and trace element cycling, particle reactivity, sediment chemistry, and diagenesis. Examination of chemical tracers of mixing and circulation and feedbacks of ocean processes on atmospheric chemistry and climate. Designed to be taken concurrently with Biological Oceanography (ESS/EARTHSYS 151/251)
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-AQR, WAY-SMA
EARTHSYS 155:
Science of Soils (ESS 155)
Physical, chemical, and biological processes within soil systems. Emphasis is on factors governing nutrient availability, plant growth and production, land-resource management, and pollution within soils. How to classify soils and assess nutrient cycling and contaminant fate. Recommended: introductory chemistry and biology.
Terms: Spr
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-SMA
EARTHSYS 159:
Economic, Legal, and Political Analysis of Climate-Change Policy (ECON 159, ECON 209, PUBLPOL 159)
This course will advance students understanding of economic, legal, and political approaches to avoiding or managing the problem of global climate change. Theoretical contributions as well as empirical analyses will be considered. It will address economic issues, legal constraints, and political challenges associated with various emissions-reduction strategies, and it will consider policy efforts at the local, national, and international levels. Specific topics include: interactions among overlapping climate policies, the strengths and weaknesses of alternative policy instruments, trade-offs among alternative policy objectives, and decision making under uncertainty. Prerequisites: Econ 50 or its equivalent.
Terms: Win
| Units: 5
| UG Reqs: WAY-SI
EARTHSYS 160:
Sustainable Cities (URBANST 164)
Service-learning course that exposes students to sustainability concepts and urban planning as a tool for determining sustainable outcomes in the Bay Area. Focus will be on the relationship of land use and transportation planning to housing and employment patterns, mobility, public health, and social equity. Topics will include government initiatives to counteract urban sprawl and promote smart growth and livability, political realities of organizing and building coalitions around sustainability goals, and increasing opportunities for low-income and communities of color to achieve sustainability outcomes. Students will participate in team-based projects in collaboration with local community partners and take part in significant off-site fieldwork. Prerequisites: consent of the instructor. (Cardinal Course certified by the Haas Center.)
Terms: Aut
| Units: 4-5
| UG Reqs: WAY-EDP, WAY-SI
| Repeatable
20 times
(up to 100 units total)
EARTHSYS 162:
Data for Sustainable Development (CS 325B, EARTHSYS 262)
The sustainable development goals (SDGs) encompass many important aspects of human and ecosystem well-being that are traditionally difficult to measure. This project-based course will focus on ways to use inexpensive, unconventional data streams to measure outcomes relevant to SDGs, including poverty, hunger, health, governance, and economic activity. Students will apply machine learning techniques to various projects outlined at the beginning of the quarter. The main learning goals are to gain experience conducting and communicating original research. Prior knowledge of machine learning techniques, such as from CS 221, CS 229, CS 231N, STATS 202, or STATS 216 is required. Open to both undergraduate and graduate students. Enrollment limited to 24. Students must apply for the class by filling out the form at https://goo.gl/forms/9LSZF7lPkHadix5D3. A permission code will be given to admitted students to register for the class.
Terms: Aut, Win
| Units: 3-5
| Repeatable
for credit
EARTHSYS 176:
Open Space Management Practicum (EARTHSYS 276)
The unique patchwork of urban-to-rural land uses, property ownership, and ecosystems in our region poses numerous challenges and opportunities for regional conservation and environmental stewardship. Students in this class will address a particular challenge through a faculty-mentored research project engaged with the Peninsula Open Space Trust, Acterra, or the Amah Mutsun Land Trust that focuses on open space management. By focusing on a project driven by the needs of these organizations and carried out through engagement with the community, and with thorough reflection, study, and discussion about the roles of scientific, economic, and policy research in local-scale environmental decision-making, students will explore the underlying challenges and complexities of what it means to actually do community-engaged research for conservation and open space preservation in the real world. As such, this course will provide students with skills and experience in research design in conservation biology and ecology, community and stakeholder engagement, land use policy and planning, and the practical aspects of land and environmental management.
Terms: Aut
| Units: 4-5
EARTHSYS 176A:
Open Space Practicum Independent Study
Additional practicum units for students intent on continuing their projects from EARTHSYS 176. Students who enroll in 176A must have completed EARTHSYS 176: Open Space Management Practicum, or have consent of the instructors.
Terms: Win
| Units: 1-2
EARTHSYS 177C:
Specialized Writing and Reporting: Environmental and Food System Journalism (COMM 177C, COMM 277C, EARTHSYS 277C)
Advanced reporting and writing course in the specific practices and standards of food journalism. This course begins with the assumption that students are familiar with the basics of reporting and research in journalism. We'll take those skills and apply them to the wide territory of food journalism, from farmer's markets to food waste, from travel and cultural writing to stories about agriculture and climate change. We will read a range of the best food journalism and students will be charged with writing both long form narrative essays and short magazine style pieces. We'll talk about how to hone in on the truly interesting idea, how to get more out of the reporting process and how to turn the raw materials of research and interviews into polished, engaging prose. Admission by application only, available from vvc1@stanford.edu. Deadline December 4.
Terms: Win
| Units: 4-5
EARTHSYS 179S:
Seminar: Issues in Environmental Science, Technology and Sustainability (CEE 179S, CEE 279S, ESS 179S)
Invited faculty, researchers and professionals share their insights and perspectives on a broad range of environmental and sustainability issues. Students critique seminar presentations and associated readings.
Terms: Sum
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EARTHSYS 180:
Principles and Practices of Sustainable Agriculture (ESS 280)
Field-based training in ecologically sound agricultural practices at the Stanford Community Farm. Weekly lessons, field work, and group projects. Field trips to educational farms in the area. Topics include: soils, composting, irrigation techniques, IPM, basic plant anatomy and physiology, weeds, greenhouse management, and marketing. Application required. Deadline: March 14 nnApplication: https://stanforduniversity.qualtrics.com/jfe/form/SV_bdBA34jEZxifdjf
Terms: Spr
| Units: 3-4
| UG Reqs: GER: DB-NatSci, WAY-SMA
| Repeatable
3 times
(up to 12 units total)
EARTHSYS 182A:
Ecological Farm Systems
A project-based course emphasizing `ways of doing¿ in sustainable agricultural systems based at the Stanford Educational Farm. Students will work individually and in small groups on projects at the Stanford Educational Farm. This winter the course will include orchard establishment and educational garden design in addition to other topics. Instructor consent required. nnBy Application Only (Due January 9th): https://stanforduniversity.qualtrics.com/jfe/form/SV_77i4hyXJoRWGhOl
Terms: Win
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EARTHSYS 185:
Feeding Nine Billion
Feeding a growing and wealthier population is a huge task, and one with implications for many aspects of society and the environment. There are many tough choices to be made- on fertilizers, groundwater pumping, pesticide use, organics, genetic modification, etc. Unfortunately, many people form strong opinions about these issues before understanding some of the basics of how food is grown, such as how most farmers currently manage their fields, and their reasons for doing so. The goal of this class is to present an overview of global agriculture, and the tradeoffs involved with different practices. Students will develop two key knowledge bases: basic principles of crop ecology and agronomy, and familiarity with the scale of the global food system. The last few weeks of the course will be devoted to building on this knowledge base to evaluate different future directions for agriculture.
Terms: Win
| Units: 4-5
| UG Reqs: WAY-AQR
EARTHSYS 186:
Farm and Garden Environmental Education Practicum (EARTHSYS 286)
Farms and gardens provide excellent settings for place-based environmental education that emphasize human ecological relationships and experiential learning. The O'Donohue Family Stanford Educational Farm is the setting to explore the principles and practices of farm and garden-based education in conjunction with the farm's new field trip program for local youth. The course includes readings and reflections on environmental education and emphasis on learning by doing, engaging students in the practice of team teaching. Application required. Deadline: March 14.nnApplication: https://stanforduniversity.qualtrics.com/jfe/form/SV_9SPufdULCh93rbT
Terms: Spr
| Units: 2
EARTHSYS 187:
FEED the Change: Redesigning Food Systems
FEED the Change is a project-based course focused on solving real problems in the food system. Targeted at upper-class undergraduates, this course provides an opportunity for students to meet and work with thought-leading innovators, to gain meaningful field experience, and to develop connections with faculty, students, and others working to create impact in the food system. Students in the course will develop creative confidence by learning and using the basic principles and methodologies of human-centered design, storytelling, and media design. Students will also learn basic tools for working effectively in teams and for analyzing complex social systems. FEED the Change is taught at the d.school and is offered through the FEED Collaborative in the School of Earth. This class requires an application. For application information and more information about our work and about past class projects, please visit our website at http://feedcollaborative.org/classes/
Terms: Aut
| Units: 2-3
| UG Reqs: WAY-CE
EARTHSYS 188:
Social and Environmental Tradeoffs in Climate Decision-Making (EARTHSYS 288)
How can we ensure that measures taken to mitigate global climate change don't create larger social and environmental problems? What metrics should be used to compare potential climate solutions beyond cost and technical feasibility, and how should these metrics be weighed against each other? How can modeling efforts and stakeholder engagement be best integrated into climate decision making? What information are we still missing to make fully informed decisions between technologies and policies? Exploration of these questions, alongside other issues related to potential negative externalities of emerging climate solutions. Evaluation of energy, land use, and geoengineering approaches in an integrated context, culminating in a climate stabilization group project.
Terms: Win
| Units: 1-2
EARTHSYS 190:
The Multimedia Story
Stories are how we understand ourselves and the world. This course will teach how to plan, research, report and produce a long-form, rich-media science/environment feature story. Students will work in groups or individually to master the blending of text with data visualization, photos, audio, and video. Teachers are experienced digital journalists at leading national and international publications with a close eye on trends and innovations in online, investigative, and data journalism.nnUsing the landmark New York Times story Snow Fall (http://nyti.ms/1eTyf2Y) as a departure point, the course will examine the questions: how do we engage and inform the public around critical environmental topics? How do we explain complex and sometimes hidden factors shaping the future of our world?nnStudents are asked to express interest through this form: http://bit.ly/2odHWo7
Terms: Spr
| Units: 2-3
EARTHSYS 191:
Concepts in Environmental Communication (EARTHSYS 291)
Introduction to the history, development, and current state of communication of environmental science and policy to non-specialist audiences. Includes fundamental principles, core competencies, and major challenges of effective environmental communication in the public and policy realms and an overview of the current scope of research and practice in environmental communication. Intended for graduate students and advanced undergraduates, with a background in environmental science and/or policy studies. Prerequisite: Earth Systems core (EarthSys 111 and EarthSys 112) or equivalent. (Meets Earth Systems WIM requirement.)
Terms: Aut
| Units: 3
EARTHSYS 196:
Implementing Climate Solutions at Scale (EARTHSYS 296)
Climate change is the biggest problem humanity has ever faced, and this course will teach students about the means and complexity of solving it. The instructors will guide the students in the application of key data and analysis tools for their final project, which will involve developing integrated plans for eliminating greenhouse gas emissions (100% reductions) by 2050 for a country, state, province, sector, or industry.
Terms: Spr
| Units: 3
EARTHSYS 197:
Directed Individual Study in Earth Systems
Under supervision of an Earth Systems faculty member on a subject of mutual interest.
Terms: Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
EARTHSYS 199:
Honors Program in Earth Systems
Honors Program in Earth Systems
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Block, B. (PI);
Boggs, C. (PI);
Boucher, A. (PI);
Caldwell, M. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Daily, G. (PI);
Davis, J. (PI);
Denny, M. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Dunn, D. (PI);
Durham, W. (PI);
Egger, A. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Fukami, T. (PI);
Gerritsen, M. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hayden, T. (PI);
Hecker, S. (PI);
Hilley, G. (PI);
Ingle, J. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knight, R. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Lambin, E. (PI);
Litvak, L. (PI);
Lobell, D. (PI);
Long, S. (PI);
Masters, G. (PI);
Matson, P. (PI);
Micheli, F. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Mordecai, E. (PI);
Naylor, R. (PI);
Orr, F. (PI);
Palumbi, S. (PI);
Payne, J. (PI);
Peay, K. (PI);
Pringle, J. (PI);
Rajaratnam, B. (PI);
Root, T. (PI);
Schneider, S. (PI);
Schoolnik, G. (PI);
Seto, K. (PI);
Somero, G. (PI);
Sweeney, J. (PI);
Switzer, P. (PI);
Tabazadeh, A. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Victor, D. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI);
Welander, P. (PI);
Weyant, J. (PI);
Wiederkehr, S. (PI);
Woodward, J. (PI);
Zoback, M. (PI)
EARTHSYS 205:
Food and Community: Food Security, Resilience and Equity (EARTHSYS 105)
What can communities do to bolster food security, resiliency, and equity in the face of climate change? This course aims to respond to this question, in three parts. In Part 1, we will explore the most current scientific findings on trends in anthropogenic climate forcing and the anticipated impacts on global and regional food systems. Specifically, Part I will review the anticipated impact of climate change on severe weather events, crop losses, and food price volatility and the influence of these impacts on global and regional food insecurity and hunger. In Part II, we will consider what communities can do to promote food security and equity in the face of these changes, by reviewing the emerging literature on food system resiliency. Finally, we will facilitate a conference in which multi-disciplinary teams from around the country will gather to initiate regional planning projects designed to enhance food system resilience and equity. Cardinal Course (certified by Haas Center). Limited enrollment. May be repeated for credit.
Terms: Spr
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
EARTHSYS 210A:
Senior Capstone and Reflection
The Earth Systems Senior Capstone and Reflection, required of all seniors, provides students with opportunities to synthesize and reflect on their learning in the major. Students participate in guided career development and planning activities and initiate work on an independent or group capstone project related to an Earth Systems problem or question of interest. In addition, students learn and apply principles of effective oral communication through developing and giving a formal presentation on their internship. Students must also take EARTHSYS 210P, Earth Systems Capstone Project, in the quarter following the Senior Capstone and Reflection Course. Prerequisite: Completion of an approved Earth Systems internship (EARTHSYS 260).
Terms: Aut
| Units: 3
EARTHSYS 210B:
Senior Capstone and Reflection
The Earth Systems Senior Capstone and Reflection, required of all seniors, provides students with opportunities to synthesize and reflect on their learning in the major. Students participate in guided career development and planning activities and initiate work on an independent or group capstone project related to an Earth Systems problem or question of interest. In addition, students learn and apply principles of effective oral communication through developing and giving a formal presentation on their internship. Students must also take EARTHSYS 210P, Earth Systems Capstone Project, in the quarter following the Senior Capstone and Reflection Course. Prerequisite: Completion of an approved Earth Systems internship (EARTHSYS 260).
Terms: Win
| Units: 3
EARTHSYS 210P:
Earth Systems Capstone Project
Students work independently or in groups to complete their Senior Capstone Projects. They will participate in regular advising meetings with the instructor(s), and will give a final presentation on their projects at the end of the quarter in a special Earth Systems symposium. Prerequisite: EARTHSYS 210A, B, or C.
Terms: Win, Spr
| Units: 2
EARTHSYS 212:
Human Society and Environmental Change (EARTHSYS 112, ESS 112, HISTORY 103D)
Interdisciplinary approaches to understanding human-environment interactions with a focus on economics, policy, culture, history, and the role of the state. Prerequisite: ECON 1.
Terms: Aut
| Units: 4
EARTHSYS 214:
Environmental Change and Emerging Infectious Diseases (ANTHRO 177, ANTHRO 277, EARTHSYS 114, HUMBIO 114)
The changing epidemiological environment. How human-induced environmental changes, such as global warming, deforestation and land-use conversion, urbanization, international commerce, and human migration, are altering the ecology of infectious disease transmission, and promoting their re-emergence as a global public health threat. Case studies of malaria, cholera, hantavirus, plague, and HIV.
Terms: Win
| Units: 4-5
EARTHSYS 225:
Shades of Green: Redesigning and Rethinking the Environmental Justice Movements (CSRE 125E, EARTHSYS 125, URBANST 125)
Historically, discussions of race, ethnicity, culture, and equity in the environment have been relegated to the environmental justice movement, which often focuses on urban environmental degradation and remains separated from other environmental movements. This course will seek to break out of this limiting discussion. We will explore access to outdoor spaces, definitions of wilderness, who is and isn't included in environmental organizations, gender and the outdoors, how colonialism has influenced ways of knowing, and the future of climate change. The course will also have a design thinking community partnership project. Students will work with partner organizations to problem-solve around issues of access and diversity. We value a diversity of experiences and epistemological beliefs, and therefore undergraduates and graduate students from all disciplines are welcome.
Terms: Win
| Units: 3-5
EARTHSYS 236:
The Ethics of Stewardship (EARTHSYS 136)
What responsibilities do humans have to nonhuman nature and future generations? How are human communities and individuals shaped by their relationships with the natural world? What are the social, political, and moral ramifications of drawing sustenance and wealth from natural resources? Whether we realize it or not, we grapple with such questions every time we turn on the tap, fuel up cars, or eat meals -and they are key to addressing issues like global climate change and environmental justice. In this class, we consider several perspectives on this ethical question of stewardship: the role of humans in the global environment. In addition to reading written work and speaking with land stewards, we will practice stewardship at the Stanford Educational Farm. This course must be taken for a minimum of 3 units and a letter grade to be eligible for Ways credit.
Terms: Aut, Spr
| Units: 2-3
EARTHSYS 239:
Ecosystem Services: Frontiers in the Science of Valuing Nature (BIO 138, BIO 238, EARTHSYS 139)
This advanced course explores the science of valuing nature, beginning with its historical origins, and then its recent development in natural (especially ecological), economic, psychological, and other social sciences. We will use the ecosystem services framework (characterizing benefits from ecosystems to people) to define the state of knowledge, core methods of analysis, and research frontiers, such as at the interface with biodiversity, resilience, human health, and human development. Intended for diverse students, with a focus on research and real-world cases. To apply, please email the instructor (gdaily@stanford.edu) with a brief description of your background and research interests.
Terms: Aut
| Units: 3
EARTHSYS 241:
Remote Sensing of the Oceans (EARTHSYS 141, ESS 141, ESS 241, GEOPHYS 141)
How to observe and interpret physical and biological changes in the oceans using satellite technologies. Topics: principles of satellite remote sensing, classes of satellite remote sensors, converting radiometric data into biological and physical quantities, sensor calibration and validation, interpreting large-scale oceanographic features.
Terms: Win
| Units: 3-4
EARTHSYS 242:
Remote Sensing of Land (EARTHSYS 142, ESS 162, ESS 262)
The use of satellite remote sensing to monitor land use and land cover, with emphasis on terrestrial changes. Topics include pre-processing data, biophysical properties of vegetation observable by satellite, accuracy assessment of maps derived from remote sensing, and methodologies to detect changes such as urbanization, deforestation, vegetation health, and wildfires.
Terms: Win
| Units: 4
EARTHSYS 243:
Environmental Advocacy and Policy Communication
Although environmental science suggests that coordinated policy action is critically necessary to address a host of pressing issues - from global climate change to marine pollution to freshwater depletion - governments have been slow to act. This course focuses on the translation of environmental science to public discourse and public policy, with an emphasis on the causes of our current knowledge-to-action gap and policy-sphere strategies to address it. We will read classic works of environmental advocacy, map our political system and the public relations and lobbying industries that attempt to influence it, grapple with analytical perspectives on effective and ethical environmental policy communication, engage with working professionals in the field, learn effective strategies for written and oral communication with policymakers, and write and workshop op-eds.
Terms: Win
| Units: 3
EARTHSYS 249:
Wild Writing (EARTHSYS 149)
What is wilderness and why does it matter? In this course we will interrogate answers to this question articulated by influential and diverse American environmental thinkers of the 19th, 20th, and 21st centuries, who through their writing transformed public perceptions of wilderness and inspired such actions as the founding of the National Park System, the passage of the Wilderness Act and the Clean Air and Water Acts, the establishment of the Environmental Protection Agency, and the birth of the environmental and climate justice movements. Students will also develop their own responses to the question of what is wilderness and why it matters through a series of writing exercises that integrate personal narrative, wilderness experience, and environmental scholarship, culminating in a ~3000 word narrative nonfiction essay. This course will provide students with knowledge, tools, experience, and skills that will empower them to become more persuasive environmental storytellers and advocates.nnIf you are interested in signing up for the course, complete this pre-registration form https://stanforduniversity.qualtrics.com/jfe/form/SV_9XqZeZs036WIvop
Terms: Spr
| Units: 3
EARTHSYS 250:
Directed Research
Independent research. Student develops own project with faculty supervision. May be repeated for credit.
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Benson, S. (PI);
Block, B. (PI);
Boggs, C. (PI);
Boucher, A. (PI);
Cain, B. (PI);
Caldwell, M. (PI);
Carlisle, L. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Curran, L. (PI);
Daily, G. (PI);
Davis, J. (PI);
Denny, M. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Egger, A. (PI);
Ehrlich, P. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Fukami, T. (PI);
Gardner, C. (PI);
Gerritsen, M. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hayden, T. (PI);
Hilley, G. (PI);
Ingle, J. (PI);
Jamieson, A. (PI);
Jones, J. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knight, R. (PI);
Konings, A. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Lambin, E. (PI);
Litvak, L. (PI);
Lobell, D. (PI);
Long, S. (PI);
Lynham, J. (PI);
Masters, G. (PI);
Matson, P. (PI);
Micheli, F. (PI);
Milroy, J. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Naylor, R. (PI);
Nevle, R. (PI);
Orr, F. (PI);
Palumbi, S. (PI);
Payne, J. (PI);
Peay, K. (PI);
Phillips, K. (PI);
Rajaratnam, B. (PI);
Root, T. (PI);
Rothe, M. (PI);
Schneider, S. (PI);
Schoolnik, G. (PI);
Seto, K. (PI);
Siegel, R. (PI);
Somero, G. (PI);
Sweeney, J. (PI);
Switzer, P. (PI);
Tabazadeh, A. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Victor, D. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI);
Weyant, J. (PI);
Wiederkehr, S. (PI);
Wilber, C. (PI);
Woodward, J. (PI);
Zoback, M. (PI)
EARTHSYS 251:
Biological Oceanography (EARTHSYS 151, ESS 151, ESS 251)
Required for Earth Systems students in the oceans track. Interdisciplinary look at how oceanic environments control the form and function of marine life. Topics include distributions of planktonic production and abundance, nutrient cycling, the role of ocean biology in the climate system, expected effects of climate changes on ocean biology. Local weekend field trips. Designed to be taken concurrently with Marine Chemistry (ESS/EARTHSYS 152/252). Prerequisites: BIO 43 and ESS 8 or equivalent.
Terms: Spr
| Units: 3-4
EARTHSYS 252:
Marine Chemistry (EARTHSYS 152, ESS 152, ESS 252)
Introduction to the interdisciplinary knowledge and skills required to critically evaluate problems in marine chemistry and related disciplines. Physical, chemical, and biological processes that determine the chemical composition of seawater. Air-sea gas exchange, carbonate chemistry, and chemical equilibria, nutrient and trace element cycling, particle reactivity, sediment chemistry, and diagenesis. Examination of chemical tracers of mixing and circulation and feedbacks of ocean processes on atmospheric chemistry and climate. Designed to be taken concurrently with Biological Oceanography (ESS/EARTHSYS 151/251)
Terms: Spr
| Units: 3-4
EARTHSYS 255:
Microbial Physiology (BIO 180, ESS 255, GS 233A)
Introduction to the physiology of microbes including cellular structure, transcription and translation, growth and metabolism, mechanisms for stress resistance and the formation of microbial communities. These topics will be covered in relation to the evolution of early life on Earth, ancient ecosystems, and the interpretation of the rock record. Recommended: introductory biology and chemistry.
Terms: Aut
| Units: 3
EARTHSYS 256:
Soil and Water Chemistry (ESS 256)
(Graduate students register for 256.) Practical and quantitative treatment of soil processes affecting chemical reactivity, transformation, retention, and bioavailability. Principles of primary areas of soil chemistry: inorganic and organic soil components, complex equilibria in soil solutions, and adsorption phenomena at the solid-water interface. Processes and remediation of acid, saline, and wetland soils. Recommended: soil science and introductory chemistry and microbiology.
Terms: Win
| Units: 3
EARTHSYS 260:
Internship
Supervised field, lab, or private sector project. May consist of directed research under the supervision of a Stanford faculty member, participation in one of several off campus Stanford programs, or an approved non-Stanford program relevant to the student's Earth Systems studies. Required of and restricted to declared Earth Systems majors. Includes 15-page technical summary research paper that is subject to iterative revision.
Terms: Aut, Win, Spr, Sum
| Units: 1
| Repeatable
for credit
Instructors: ;
Freyberg, D. (PI);
Gerritsen, M. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hoagland, S. (PI);
Knight, R. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Masters, G. (PI);
Matson, P. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Naylor, R. (PI);
Nevle, R. (PI);
Orr, F. (PI);
Somero, G. (PI);
Sweeney, J. (PI);
Thompson, B. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI)
EARTHSYS 262:
Data for Sustainable Development (CS 325B, EARTHSYS 162)
The sustainable development goals (SDGs) encompass many important aspects of human and ecosystem well-being that are traditionally difficult to measure. This project-based course will focus on ways to use inexpensive, unconventional data streams to measure outcomes relevant to SDGs, including poverty, hunger, health, governance, and economic activity. Students will apply machine learning techniques to various projects outlined at the beginning of the quarter. The main learning goals are to gain experience conducting and communicating original research. Prior knowledge of machine learning techniques, such as from CS 221, CS 229, CS 231N, STATS 202, or STATS 216 is required. Open to both undergraduate and graduate students. Enrollment limited to 24. Students must apply for the class by filling out the form at https://goo.gl/forms/9LSZF7lPkHadix5D3. A permission code will be given to admitted students to register for the class.
Terms: Aut, Win
| Units: 3-5
| Repeatable
for credit
EARTHSYS 276:
Open Space Management Practicum (EARTHSYS 176)
The unique patchwork of urban-to-rural land uses, property ownership, and ecosystems in our region poses numerous challenges and opportunities for regional conservation and environmental stewardship. Students in this class will address a particular challenge through a faculty-mentored research project engaged with the Peninsula Open Space Trust, Acterra, or the Amah Mutsun Land Trust that focuses on open space management. By focusing on a project driven by the needs of these organizations and carried out through engagement with the community, and with thorough reflection, study, and discussion about the roles of scientific, economic, and policy research in local-scale environmental decision-making, students will explore the underlying challenges and complexities of what it means to actually do community-engaged research for conservation and open space preservation in the real world. As such, this course will provide students with skills and experience in research design in conservation biology and ecology, community and stakeholder engagement, land use policy and planning, and the practical aspects of land and environmental management.
Terms: Aut
| Units: 4-5
EARTHSYS 276A:
Open Space Practicum Independent Study
Additional practicum units for students intent on continuing their projects from EARTHSYS 276. Students who enroll in 276A must have completed EARTHSYS 276: Open Space Management Practicum, or have consent of the instructors.
Terms: Win
| Units: 1-2
EARTHSYS 277C:
Specialized Writing and Reporting: Environmental and Food System Journalism (COMM 177C, COMM 277C, EARTHSYS 177C)
Advanced reporting and writing course in the specific practices and standards of food journalism. This course begins with the assumption that students are familiar with the basics of reporting and research in journalism. We'll take those skills and apply them to the wide territory of food journalism, from farmer's markets to food waste, from travel and cultural writing to stories about agriculture and climate change. We will read a range of the best food journalism and students will be charged with writing both long form narrative essays and short magazine style pieces. We'll talk about how to hone in on the truly interesting idea, how to get more out of the reporting process and how to turn the raw materials of research and interviews into polished, engaging prose. Admission by application only, available from vvc1@stanford.edu. Deadline December 4.
Terms: Win
| Units: 4-5
EARTHSYS 286:
Farm and Garden Environmental Education Practicum (EARTHSYS 186)
Farms and gardens provide excellent settings for place-based environmental education that emphasize human ecological relationships and experiential learning. The O'Donohue Family Stanford Educational Farm is the setting to explore the principles and practices of farm and garden-based education in conjunction with the farm's new field trip program for local youth. The course includes readings and reflections on environmental education and emphasis on learning by doing, engaging students in the practice of team teaching. Application required. Deadline: March 14.nnApplication: https://stanforduniversity.qualtrics.com/jfe/form/SV_9SPufdULCh93rbT
Terms: Spr
| Units: 2
EARTHSYS 288:
Social and Environmental Tradeoffs in Climate Decision-Making (EARTHSYS 188)
How can we ensure that measures taken to mitigate global climate change don't create larger social and environmental problems? What metrics should be used to compare potential climate solutions beyond cost and technical feasibility, and how should these metrics be weighed against each other? How can modeling efforts and stakeholder engagement be best integrated into climate decision making? What information are we still missing to make fully informed decisions between technologies and policies? Exploration of these questions, alongside other issues related to potential negative externalities of emerging climate solutions. Evaluation of energy, land use, and geoengineering approaches in an integrated context, culminating in a climate stabilization group project.
Terms: Win
| Units: 1-2
EARTHSYS 289A:
FEED Lab: Food System Design & Innovation
FEED Lab is a 3-4 unit introductory course in design thinking and food system innovation offered through the FEED Collaborative. Targeted at graduate students interested in food and the food system, this course provides a series of diverse, primarily hands-on experiences (design projects with industry-leading thinkers, field work, and collaborative leadership development) in which students both learn and apply the process of human-centered design to projects of real consequence in the food system. The intent of this course is to develop students' creative confidence, collaborative leadership ability, and skills in systems thinking to prepare them to be more effective as innovators and leaders in the food system. This course is mandatory for any student wishing to qualify for the FEED Collaborative's summer Leadership and Innovation Program, in which select students participate in full-time, paid, externship roles with collaborating thought-leaders in the industry. Admission is by application: http://feedcollaborative.org/classes/.
Terms: Win
| Units: 3-4
EARTHSYS 290:
Master's Seminar
Required of and open only to Earth Systems master's students. Reflection on the Earth Systems coterm experience and development of skills to clearly articulate interdisciplinary expertise to potential employers, graduate or professional schools, colleagues, business partners, etc. Hands-on projects to take students through a series of guided reflection activities. Individual and small group exercises. Required, self-chosen final project encapsulates each student's MS expertise in a form relevant to his or her future goals (ie. a personal statement, research poster, portfolio, etc.).
Terms: Win
| Units: 2
EARTHSYS 291:
Concepts in Environmental Communication (EARTHSYS 191)
Introduction to the history, development, and current state of communication of environmental science and policy to non-specialist audiences. Includes fundamental principles, core competencies, and major challenges of effective environmental communication in the public and policy realms and an overview of the current scope of research and practice in environmental communication. Intended for graduate students and advanced undergraduates, with a background in environmental science and/or policy studies. Prerequisite: Earth Systems core (EarthSys 111 and EarthSys 112) or equivalent. (Meets Earth Systems WIM requirement.)
Terms: Aut
| Units: 3
EARTHSYS 292:
Multimedia Environmental Communication
Introductory theory and practice of effective, accurate and engaging use of photography and web video production in communicating environmental science and policy concepts to the public. Emphasis on fundamental technique and process more than gear. Includes group project work, instructor and peer critiquing of work, and substantial out-of-class project work. Limited class size, preference to Earth Systems Master's students. No previous photography or video experience necessary.
Terms: Aut
| Units: 3
EARTHSYS 293:
Environmental Communication Practicum
Students complete an internship or similar practical experience in a professional environmental communication setting. Potential placements include environmental publications, NGOs, government agencies, on-campus entities, and science centers and museums. Restricted to students enrolled in the Environmental Communication Master of Arts in Earth Systems. Can be completed in any quarter.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
EARTHSYS 294:
Environmental Communication Capstone
The Earth Systems Master of Arts, Environmental Communication capstone project provides students with an opportunity to complete an ambitious independent project demonstrating mastery of an area of environmental communication. Capstone projects are most often applied communication projects such as writing, photography, or video projects; expressive or artistic works; or student-initiated courses, workshops, or curriculum materials. Projects focused on academic scholarship or communication theory research may also be considered. Restricted to students enrolled in the Earth Systems Master of Arts, Environmental Communication Program.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
EARTHSYS 296:
Implementing Climate Solutions at Scale (EARTHSYS 196)
Climate change is the biggest problem humanity has ever faced, and this course will teach students about the means and complexity of solving it. The instructors will guide the students in the application of key data and analysis tools for their final project, which will involve developing integrated plans for eliminating greenhouse gas emissions (100% reductions) by 2050 for a country, state, province, sector, or industry.
Terms: Spr
| Units: 3
EARTHSYS 297:
Directed Individual Study in Earth Systems
Under supervision of an Earth Systems faculty member on a subject of mutual interest.
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Archie, P. (PI);
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Banerjee, B. (PI);
Barry, M. (PI);
Block, B. (PI);
Boggs, C. (PI);
Boucher, A. (PI);
Cain, B. (PI);
Caldeira, K. (PI);
Caldwell, M. (PI);
Carlisle, L. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Curran, L. (PI);
Daily, G. (PI);
Davis, J. (PI);
Denny, M. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Egger, A. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Fukami, T. (PI);
Gardner, C. (PI);
Gerritsen, M. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hawk, S. (PI);
Hayden, T. (PI);
Hecker, S. (PI);
Hilley, G. (PI);
Hoagland, S. (PI);
Ihme, M. (PI);
Ingle, J. (PI);
Jackson, R. (PI);
Jacobson, M. (PI);
Jamieson, A. (PI);
Jones, J. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knight, R. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Lambin, E. (PI);
Lawrence, K. (PI);
Litvak, L. (PI);
Lobell, D. (PI);
Long, S. (PI);
Lutomski, P. (PI);
Lynham, J. (PI);
Lyons, E. (PI);
Masters, G. (PI);
Matson, P. (PI);
Micheli, F. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Mormann, F. (PI);
Naylor, R. (PI);
Nelson, J. (PI);
Nevle, R. (PI);
Novy, J. (PI);
Orr, F. (PI);
Ortolano, L. (PI);
Osborne, M. (PI);
Palumbi, S. (PI);
Payne, J. (PI);
Phillips, K. (PI);
Polk, E. (PI);
Rajaratnam, B. (PI);
Root, T. (PI);
Rothe, M. (PI);
Saltzman, J. (PI);
Schneider, S. (PI);
Schoolnik, G. (PI);
Seto, K. (PI);
Shiv, B. (PI);
Siegel, R. (PI);
Simon, G. (PI);
Somero, G. (PI);
Sweeney, J. (PI);
Switzer, P. (PI);
Tabazadeh, A. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Truebe, S. (PI);
Victor, D. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI);
Weyant, J. (PI);
Wiederkehr, S. (PI);
Wight, G. (PI);
Wolak, F. (PI);
Woodward, J. (PI);
Zoback, M. (PI)
EARTHSYS 299:
M.S. Thesis
Terms: Aut, Win, Spr, Sum
| Units: 1-9
| Repeatable
for credit
Instructors: ;
Anderson, M. (PI);
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Block, B. (PI);
Boggs, C. (PI);
Boucher, A. (PI);
Caldwell, M. (PI);
Casciotti, K. (PI);
Chamberlain, P. (PI);
Daily, G. (PI);
Davis, J. (PI);
De Leo, G. (PI);
Denny, M. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Egger, A. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Gerritsen, M. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hayden, T. (PI);
Hecker, S. (PI);
Hilley, G. (PI);
Ingle, J. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knight, R. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Lambin, E. (PI);
Litvak, L. (PI);
Lobell, D. (PI);
Long, S. (PI);
Masters, G. (PI);
Matson, P. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Naylor, R. (PI);
Orr, F. (PI);
Ortolano, L. (PI);
Palumbi, S. (PI);
Payne, J. (PI);
Rajaratnam, B. (PI);
Root, T. (PI);
Schneider, S. (PI);
Schoolnik, G. (PI);
Seto, K. (PI);
Somero, G. (PI);
Sweeney, J. (PI);
Switzer, P. (PI);
Tabazadeh, A. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Victor, D. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI);
Weyant, J. (PI);
Wiederkehr, S. (PI);
Woodward, J. (PI);
Zoback, M. (PI);
Sheeler, P. (GP)
EARTHSYS 332:
Theory and Practice of Environmental Education (EDUC 332)
Foundational understanding of the history, theoretical underpinnings, and practice of environmental education as a tool for addressing today's pressing environmental issues. The purpose, design, and implementation of environmental education in formal and nonformal settings with youth and adult audiences. Field trip and community-based project offer opportunities for experiencing and engaging with environmental education initiatives.
Terms: Spr
| Units: 3
EARTHSYS 801:
TGR Project
TGR Project
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Anderson, M. (PI);
Ardoin, N. (PI);
Arrigo, K. (PI);
Asner, G. (PI);
Block, B. (PI);
Boggs, C. (PI);
Boucher, A. (PI);
Caldwell, M. (PI);
Casciotti, K. (PI);
Daily, G. (PI);
Davis, J. (PI);
Denny, M. (PI);
Diffenbaugh, N. (PI);
Dirzo, R. (PI);
Dunbar, R. (PI);
Durham, W. (PI);
Egger, A. (PI);
Ernst, W. (PI);
Falcon, W. (PI);
Fendorf, S. (PI);
Field, C. (PI);
Francis, C. (PI);
Frank, Z. (PI);
Freyberg, D. (PI);
Gerritsen, M. (PI);
Gilly, W. (PI);
Gordon, D. (PI);
Gorelick, S. (PI);
Goulder, L. (PI);
Hadly, E. (PI);
Hayden, T. (PI);
Hilley, G. (PI);
Ingle, J. (PI);
Kennedy, D. (PI);
Kennedy, J. (PI);
Knight, R. (PI);
Koseff, J. (PI);
Kovscek, A. (PI);
Lambin, E. (PI);
Litvak, L. (PI);
Lobell, D. (PI);
Long, S. (PI);
Masters, G. (PI);
Matson, P. (PI);
Monismith, S. (PI);
Mooney, H. (PI);
Naylor, R. (PI);
Orr, F. (PI);
Palumbi, S. (PI);
Payne, J. (PI);
Rajaratnam, B. (PI);
Schneider, S. (PI);
Schoolnik, G. (PI);
Seto, K. (PI);
Somero, G. (PI);
Sweeney, J. (PI);
Switzer, P. (PI);
Tabazadeh, A. (PI);
Thomas, L. (PI);
Thompson, B. (PI);
Victor, D. (PI);
Vitousek, P. (PI);
Walbot, V. (PI);
Watanabe, J. (PI);
Weyant, J. (PI);
Wiederkehr, S. (PI);
Woodward, J. (PI);
Zoback, M. (PI);
Sheeler, P. (GP)
