Results for VPGE::*

Guided practices and simple evidence based strategies to develop self-compassion, experience genuine happiness, reduce stress and negative thoughts, resolve differences with difficult others and take compassionate action that makes a difference in the world. Sponsored by Stanford's Center for Compassion and Altruism Research and Education (CCARE) and following the Stanford Compassion Training program. Each week includes: meditation, group discussion, current research and its real world application.

This class provides an overview of identity development theory related to religious/spiritual identity development, gender and sexuality identity development, racial and cultural identity development, ethical and moral development, and the development of meaning and purpose. It will explore the ways in which athletic participation affects and contributes to each one of these developmental areas. This course will also examine each of these topics in a larger context by discussing relevant current issues and events in sport.

This course teaches students how to stay active by engaging in a variety of workouts (indoor cycling, interval training, weight training, walking/jogging, etc.). This course utilizes a variety of workout equipment to target all major muscle groups. This course will utilize class discussions, class assignments and student participation to enable students to: (1) Understand basic components of health-related physical fitness, cardiovascular fitness, muscular strength and endurance and flexibility (2) Develop physical fitness and motor skills, and (3) Develop a positive attitude toward wellness and physical activity which will facilitate a healthy lifestyle.

This class is for each student to explore personal happiness thru applying research- based principles to enhance everyday life. The goal of the class is to position happiness as the cornerstone of personal wellness, purpose and fulfillment. Sessions will combine lecture, guided practice, conversation and readings

This class is designed to help high achieving, intellectually competent Stanford students develop their Emotional Intelligence. This class will use lecture, discussion, peer coaching and guided practice to help students assess, understand and utilize their EI strengths and weaknesses. Goals for class are improved stress management and resilience, greater self awareness and enhanced productivity

An introduction to wellness focusing on physical well being and the importance of that in leading a happy and successful life. Topics covered are proper diet and nutrition, exercise, sleep, brain fitness and the concept of flow or engagement. Woven throughout the class will be the need to manage stress and remain productive and centered.

An introduction to wellness focusing on emotional health and the cultivation of happiness. Managing stress and enhancing productivity while remaining centered are the primary learning objectives. Class will be lecture and discussion with time for guided practice in skill development.

New business ventures are often incubated on college campuses. What makes the difference between a successful and unsuccessful entrepreneur-nication. Specifically, the entrepreneur's ability to communicate their vision to potential investors, employees, and customers. This seminar will explore successful and unsuccessful entrepreneurial communication. Students will learn the basics of persuasive oral and written communication, and then apply these principles to their own ideas.nThis course will help you to develop confidence in your speaking and writing as an entrepreneur through presentations and assignments, lectures and discussions, guest speakers, simulated activities, and video recorded feedback. In this course you will learn to:n* Create communication strategies at an individual and organizational leveln* Develop clearly organized and effective presentations and documentsn* Diagnose and expand your personal writing and oral delivery stylen* Adapt your delivery style to different material and audiencesn* Enhance oral delivery through effective visual aidsnnLimited enrollment. By application only. Please e-mail lcapello@stanford.edu to request an application. Deadline is May 2, 2014.

We all know that appeals based on logic and sound evidence often fail where less rational appeals that "shouldn't" work, succeed. This course examines persuasion, the influencing of attitudes, beliefs or behavior, and locates within that broad subject argumentation, the process of reasoning methodically from evidence. Argumentation, the socially acceptable method of persuasion, typically confines itself to the rules of logic and has as its goal the recognition of states and causal relationships held by the arguer to objectively exist. Other methods of persuasion can succeed while flouting those rules, but only within limits, as the story of the Emperor's New Clothes reminds us. This course will explore whether those limits be accounted for by the capacity limitations and heuristics and biases of human information processing. Topics to be covered include evolutionary explanations; the central and peripheral routes to persuasion; source, channel and receiver factors; attitude-behavior consistency; the roles of involvement, elaboration, affect and social influence; critical thinking skills and logical fallacies. Limited enrollment; preference to juniors, seniors and graduate students, and within these, to Communication majors.

Multimedia assignments coordinated with deadline reporting efforts in COMM 273 from traditional news beats using audio, still photography, and video. Use of digital audio recorders and audio production to leverage voice-over narration, interviews, and natural sound; use of digital still cameras and audio to produce audio slideshows; and the combination of these media with video in post-production with Final Cut Pro. Prerequisite: Journalism M.A. student. Corequisite: COMM 273.

In-depth reporting and production using audio, images and video. Focus on an in-depth journalism project with appropriate uses of digital media: audio, photography, graphics, and video. Topics include advanced field techniques and approaches (audio, video, still) and emphasis on creating a non-fiction narrative arc in a multimedia piece of 10-12 minutes. Prerequisite: COMM 275 or consent of instructor

(Graduate students register for COMM / ENVRES 277C.) Practical, collaborative, writing-intensive course in science-based environmental journalism. Science and journalism students learn how to identify and write engaging stories about environmental issues and science, how to assess the quality and relevance of environmental news, how to cover the environment and science beats effectively, and how to build bridges between the worlds of journalism and science. Limited enrollment: preference to journalism students and students in the natural and environmental sciences. Prerequisite: COMM 104, ENVRES 200 or consent of instructor. Admissions by application only, available from thayden@stanford.edu.

(Graduate students register for COMM 277D.) How to report, write, edit, and read magazine articles, emphasizing long-form narrative. Tools and templates of story telling such as scenes, characters, dialogue, and narrative arc. How the best magazine stories defy or subvert conventional wisdom and bring fresh light to the human experience through reporting, writing, and moral passion. Prerequisite: 104 or consent of instructor.

For graduate students from all disciplines who are considering faculty careers. Postdoctoral fellows, TGR students, and research/clinical trainees may audit by consent of instructor. Explores the broad spectrum of duties and opportunities presented through faculty positions beyond the research-related aspects. Develops awareness of resources and skills that lead to faculty success; answers field-specific and related faculty job questions through discussions with representatives of a variety of academic institutions and fellow course participants. Topics include: finding and obtaining faculty positions, negotiating and navigating the first year, and working toward tenure. May be repeated for credit.

For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course materials. Topics include syllabus design, course content and format decisions, assessment planning and grading, and strategies for teaching improvement.

Students learn to prepare for and conduct negotiations in a variety of arenas including getting a job, managing workplace conflict, negotiating transactions, and managing personal relationships. Interactive class. The internationally travelled instructor who has mediated cases in over 75 countries will require students to negotiate real life case studies and discuss their results in class. Application required before first day of class; see Coursework.

Each year students in this course explore a new design challenge related to teaching. This year we will focus on creating school models. We welcome graduate students from a wide range of disciples. Admission by application. Please see more information at http://dschool.stanford.edu.

Strategies for communicating effectively in social and academic settings. Informal and formal language used in campus settings, including starting and maintaining conversations, asking questions, making complaints, and contributing ideas and opinions. Simulations and discussions, with feedback on pronunciation, grammar, and usage. Enrollment limited to 14.

Skills for effective participation in classroom settings, seminars, and research group meetings. Pronunciation, grammar, and appropriateness for specific tasks. Feedback on language and communication style. Enrollment limited to 14. May be repeated once for credit. Prerequisite: EFSLANG 690A or consent of instructor.

Communication skills for extended discourse such as storytelling and presenting supported arguments. Development of interactive listening facility and overall intelligibility and accuracy. Goal is advanced fluency in classroom, professional and social settings. Identification of and attention to individual patterned errors. May be repeated once for credit. Prerequisite: EFSLANG 690B or consent of instructor. Enrollment limited to 14.

For advanced graduate students. Practice in academic presentation skills; strategy, design, organization, and use of visual aids. Focus is on improving fluency and delivery style, with videotaping for feedback on language accuracy and usage. Enrollment limited to 14. May be repeated once for credit.

For non-native speakers who must teach in English. Focus is on developing clarity, intelligibility, and effectiveness through weekly presentations simulating actual teaching assistant responsibilities. Enrollment limited to 14. May be repeated once for credit.

For advanced graduate students. Task-based practice of language appropriate for professional settings in industry and related teamwork. Simulation of the roles of manager, applicant, subordinate, and coworker. Prerequisite: EFSLANG 693A, or consent of instructor. Enrollment limited to 14.

Recognition and practice of American English sounds, stress, and intonation patterns for greater comprehension and intelligibility. Analysis of problem areas. Biweekly tape assignments and tutorials. May be repeated once for credit. Enrollment limted to 14.

Continuation of EFSLANG 695A, focusing on American English sounds, stress, rhythm, and intonation patterns. Emphasis is on self-monitoring, integrated with short presentations. Biweekly tape assignments and tutorials. Enrollment limited to 14. May be repeated for credit three times. Prerequisite: EFSLANG 695A.

Focus is on improving grammatical accuracy and vocabulary, building fluency, and learning the structure and conventions of English correspondence, reports, and short academic papers. Enrollment limited to 14.

Strategies and conventions for graduate writing. Emphasis is on fluency, organization, documentation, and appropriateness for writing tasks required in course work. Enrollment limited to 14. May be repeated once for credit.

Focus on clarity, accuracy, and appropriate style. For graduate students experienced in English writing and currently required to write for courses and research. Class meetings and individual conferences. Prerequisite: EFSLANG 698A. Enrollment limited to 14. May be repeated once for credit.

For advanced graduate students completing major research projects. Revising and editing strategies for preparing papers, conference abstracts, and poster presentations. Adapting content and style to different audiences. Students present their research with participant feedback. Enrollment limited to 14. May be repeated once for credit. Prerequisite: EFSLANG 698B and EFSLANG 691 or consent of instructor.

Priority to Engineering students. Introduction to speaking activities, from impromptu talks to carefully rehearsed formal professional presentations. How to organize and write speeches, analyze audiences, create and use visual aids, combat nervousness, and deliver informative and persuasive speeches effectively. Weekly class practice, rehearsals in one-on-one tutorials, videotaped feedback. Limited enrollment.

How do you create a successful start-up? What is entrepreneurial leadership in a large firm? What are the differences between an idea and true opportunity? How does an entrepreneur form a team and gather the resources necessary to create a great enterprise? This class mixes mentor-guided team projects, in-depth case studies, research on the entrepreneurial process, and the opportunity to network and ask questions of Silicon Valley's top entrepreneurs and venture capitalists. For undergraduates of all majors who seek to understand the formation and growth of high-impact start-ups in areas such as information, green/clean, medical and consumer technologies. No prerequisites. Limited enrollment.

Technical writing in science and engineering. Students produce a substantial document describing their research, methods, and results. Prerequisite: completion of freshman writing requirements; prior or concurrent in 2 units of research in the major department; and consent of instructor. WIM for BioMedical Computation.

How to write clear, concise, and well-ordered technical prose. Principles of editing for structure and style. Applications to a variety of genres in engineering and science.

How to Get a Life as well as a PhD: Seminar open to ALL doctoral students (Humanities, Sciences and Engineering). Apply principles of design thinking to designing your professional life following Stanford. Topics include: Introduction to "design thinking", a framework for vocational wayfinding and locating profession within life overall; tools to investigate multiple professional paths. Creation of personal "Odyssey Plan" to innovate multiple prototypes for post-PhD professional launch.

For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course materials. Topics include syllabus design, course content and format decisions, assessment planning and grading, and strategies for teaching improvement.

Successful leaders understand the power of authentic, memorable communication. nn nnThis course uses the lens of oral communication and presentations, to introduce the essential elements of the strategic communication strategies that make authentic, memorable communication work. nn nnFocusing on oral communication and presentation, we introduce the essentials of communication strategy and persuasion: audience analysis, message construction, communicator credibility, and delivery. nn nnDeliverables include written documents, focusing on individual and team presentations, with students receiving continuous feedback to improve their communication effectiveness, and to sharpen their authentic leadership voice. nn nnThis highly interactive, practical course, is focused on feedback to help students at all levels of communication mastery develop confidence in their speaking and writing. Course includes presentations, assignments, lectures, discussions, simulated activities, in-class feedback, and filmed feedback. nn nnIn this course you will learn to: nn-Recognize strategically effective communication nn-Implement the principles of strategic communication across different platforms nn-Develop clearly organized and effective presentations and documents nn-Diagnose and expand, your personal authentic communication style nn nnSelect the course format that will best meet your needs: autumn term offers a ten week course meeting once a week as well as a two-week immersive experience, in a compressed version of the course that focuses particularly on the three most vital elements of leadership communication and features in-class filming and review of student work in each session. These two formats are again offered in the winter, and in the spring the full term format is offered only. All versions of the course offer the same opportunities for individual and group presentations and feedback. As you make your super round selection, keep in mind that waitlists have been long for this course.

Careers are enjoyed in the good times but truly made when challenging situations are successfully managed throughout every business cycle. Individuals who both perform well and communicate effectively in tense situations, gain the attention of senior management and are relied upon to deliver. A key to this success is the ability to successfully navigate crucial conversations. nnnCrucial conversations are those which not only have a bearing on your firm and business but, also can also enhance or destroy your own personal reputation and credibility by poorly communicated situation analysis, facts and the mode in which you deliver information. Sometimes these conversations take place in minutes while others evolve over the course of days and weeks. Regardless, a professional's ability to read the "tea leaves" and execute a communication plan to address is vitally important to long term career success.nnnThis highly interactive course will take you through a series of business inflection points in a simulated firm where you will be expected to navigate different situations and make quick decisions both as an individual and as part of a team. Students can expect to leave this course with a heightened sense of their own gifts as communicators, a greater understanding of the research around effective communication, and specific tools and tactics to use throughout their career when faced with pivotal situations.nnnAttendance at all six sessions is required to pass this course and participation counts for half the grade. Students will regularly give and receive feedback with their peers on their ability to apply course concepts in the simulation as it unfolds. While no prerequisite exists for this course, we expect that students seeking fundamentals of communication consider other course offerings. This course relies on students who are already reasonably comfortable communicating in high-stakes settings seeking greater mastery and nuance in their communication.nnnRequired pre-reading will provide the theoretical frameworks and case background necessary for the six-session simulation. One final reflection paper will be due within a week after the final class session. The balance of each student's grade is based on their participation and learning within the simulation and the depth and quality of their feedback to peers.nnnThis course is co-created and co-taught by JD Schramm and Steve Mellas. Schramm brings over a decade of MBA communication teaching and coaching to the course along with more than 15 years of professional experience in healthcare, financial services, and education. He founded the GSB's Mastery Initiative and co-founded LOWKeynotes. He is a sought out speaker and coach with two talks in the TED library. Mellas serves as a principal at AQR Capital in Greenwich CT where he oversees operations. Prior to joining AQR he worked for Goldman Sachs as a Managing Director in the Investment Management Division with responsibility for Asset Management Operations worldwide. Before that Mellas was with Morgan Stanley where he managed fixed income trading operations. Schramm and Mellas have teamed up on a number of highly ranked courses at NYU Stern since 2005 and hatched this latest collaboration while delivering a Mastery workshop for the GSB in January 2012.

Step-by-step through the process of writing and publishing a scientific manuscript. How to write effectively, concisely, and clearly. Preparation of an actual scientific manuscript. Students are encouraged to bring a manuscript on which they are currently working to develop and polish throughout the course.

Psychosocial, financial, and career issues in adapting graduate students to Stanford; how these issues relate to diversity, resources, policies, and procedures. Discussions among faculty, advanced graduate students, campus resource people, and the dean's office. (Thomas)

Open to medical students, graduate and undergraduate students. Interactive, seminar-style sessions expose students to diverse career opportunities and the challenges of developing work-life balance in medicine. Recognized experts in clinical medicine and biomedical research who have been innovators in their careers discuss their work, decision-points in their career pathways, and lifestyle aspects of their choices.

Open to School of Medicine MD and graduate students; post-docs and clinical fellows may audit by consent of instructor. How to prioritize career goals and develop an effective job search campaign. Topics: translating scientific and clinical training into a variety of workplace environmennts, professional network development, professional interest assessment, recruiters' perspectives, credentials development, and creating a marketing plan. Guest speakers from myriad career fields. May be repeated for credit.

Designed for postdocs and advanced graduate students. Reviews management skills necessary for successfully assuming leadership roles in scientific research. Addresses some of the most difficult aspects of developing, directing, and managing people and projects and running a research group, especially issues that new faculty have traditionally learned by trial and error over a number of years. Topics include: the faculty job search process and strategies, key elements in starting a lab, basic principles regarding legal dimensions of scientific activity (intellectual property, royalties, links with industry), team science, research ethics, communication and negotiation skills, and writing and securing grants.

Practical instruction in research proposal writing. Suitable for advanced graduate students. Substantial writing component. Enrollment by instructor approval only.

For graduate students. Career objectives and psychological orientation compared with existing social values and conditions. Emphasis is on assisting individuals in assessing their roles in society. Readings on political, social, and humanistic thought are related to technology and design. Experiential, in-class exercises, and term project. Enrollment limited to 24.

d.Leadership is a course that teaches the coaching and leadership skills needed to drive good design process in groups. d.leaders will work on real projects driving design projects within organizations, and gain real world skills as they experiment with their leadership style while coaching innovation projects. Take this course if you are inspired by past design classes and want skills to lead design projects beyond Stanford. Preference given to students who have taken other Design Group or d.school classes. Admission by application; see dschool.stanford.edu

StoryViz is about creating authentic & compelling communication in many media: this year's topics include sketching, video, visual design & performance. Fantastic guests and a bevy of assignments will prepare students to communicate their work and ideas genuinely, concisely, and with a keen sense of wit. Limited enrollment; application required; see http://dschool.stanford.edu/classes. Please see notes.

Adapted for Residential Education from the national YES+ workshop program, an innovative, dynamic, and fun life skills program which empowers students with tools to eliminate stress, increase energy, handle negative emotions, increase mental focus, heighten awareness, and develop strong social and leadership skills. Students learn a set of powerful breath-based meditation techniques which clear the mind and enchance success in school, work , and interpersonal relationships. See http://us.yesplus.org/ for further insight into the program. Enrollment limited; priority to residents of Castano Hall; others selected by application.

This class will explore the properties shared by ideas that stick with people and change the way they think and act. The course is based on the framework in the book Made to Stick and focuses on hands-on exercises that will teach you how to transform your messages to make them stick: How do you get attention for your idea in a crowded marketplace of ideas? How can you convey complex information quickly? How do you make a broad, abstract idea concrete and tangible enough for people to understand? How do you provide credibility for your idea without resorting to dry statistics? Although the exercises in this course are fun and generally short, students in the past have said that they do require a lot of thinking time outside of class in order to apply the course principles to a specific message. This is particularly true of the final project which involves improving the message of a specific live client (e.g., a friend with a start-up business, the recruiting materials of a former employer). This course will be especially useful for entrepreneurs who must pitch their ideas to customers, investors, and potential employees and for students in the nonprofit sector where resources for spreading ideas are often thin.

(Same as LAW 656) This seminar examines the challenges of managing and resolving violent inter-group and international conflicts. Employing an interdisciplinary approach drawing on social psychology, political science, game theory, and international law, the course identifies various tactical, psychological, and structural barriers that can impede the achievement of efficient solutions to conflicts. We will explore a conceptual framework for conflict management and resolution that draws not only on theoretical insights, but also builds on historical examples and practical experience in the realm of conflict resolution. This approach focuses on the following questions: (1) how can the parties to conflict develop a vision of a mutually bearable shared future; (2) how can parties develop trust in the enemy; (3) how can each side be persuaded, as part of a negotiated settlement, to accept losses that it will find very painful; and (4) how do we overcome the perceptions of injustice that each side are likely to have towards any compromise solution? Among the conceptual issues we will examine include the problem of spoilers who seek to sabotage agreements, the role of mediators, the role international legal rules can play in facilitating or impeding conflict resolution, and the advantages and disadvantages of unilateral versus and reciprocal measures in advancing conflict resolution efforts. Particular conflicts we will explore include the Northern Ireland conflict, the Israeli-Palestinian conflict, and the U.S.-Soviet Cold War rivalry. Prerequisite for undergraduates: consent of instructor.

This course offers hands-on learning of effective writing and presentation techniques for audiences that include policy makers, decision and stake-holders, interest groups, the media, and the public. Class time will be spent learning lessons in rhetoric, reviewing different written genres (op-ed, report, memo), editing and peer review using large screens and laptops, as well as analyzing and practicing presentations (PPT, elevator pitch, radio broadcast, board meeting). Sources include policy briefings, memos, model videos, rhetoric handouts, style manual. Students will write and make oral and multimedia arguments, individually and in teams; students will also be responsible for peer review, introducing speakers, and moderating discussions at the colloquia. Enrollment limited. Prerequisite: consent of instructor.

(Graduate students register for 220.) Forming ties, developing norms, status, conformity, deviance, social exchange, power, and coalition formation; important traditions of research have developed from the basic theories of these processes. Emphasis is on understanding basic theories and drawing out their implications for change in a broad range of situations, families, work groups, and friendship groups.

First half of a two-quarter sequence. A practical guide for career development, which includes training on career direction, communication, and the development and leveraging of relationships, all skills that are also easily translatable to many areas of life. Through conversations, self-analysis, and writing exercises, each participant designs a fulfilling and impactful vision for their career and life as a whole. Participants learn a practical, step-by-step process for living a more inspired and productive life.

Second half of a two-quarter sequence. A practical guide for career development, which includes training on career direction, communication, and the development and leveraging of relationships, all skills that are also easily translatable to many areas of life. Through conversations, self-analysis, and writing exercises, each participant designs a fulfilling and impactful vision for their career and life as a whole. Participants learn a practical, step-by-step process for living a more inspired and productive life. Prerequisite: SOMGEN 210A.

This course is offered for students who at some time may want to undertake an entrepreneurial career by pursuing opportunities leading to partial or full ownership and control of a business. The course deals with case situations from the point of view of the entrepreneur/manager rather than the passive investor. Many cases involve visitors, since the premise is that opportunity and action have large idiosyncratic components. Students must assess opportunity and action in light of the perceived capabilities of the individuals and the nature of the environments they face. The course is integrative and will allow students to apply many facets of their business school education. Each section will have a specific focus, please select the instructor(s) with your interests: Leslie, Siegelman - High tech ventures; Ellis, Chambers, Childs - Diverse types of ventures; Ellis, Foster - Diverse types of ventures; Siegel, Brady - High tech emphasis, but diverse types of ventures; Siegelman, Hattendorf - Social ventures; Reiss, Chess - Very early stage ventures.