Results for HAAS::CEL

Vocabulary, pronunciation and grammatical features of the systematic and vibrant vernacular English [AAVE] spoken by African Americans in the US, its historical relation to British dialects, and to English creoles spoken on the S. Carolina Sea Islands (Gullah), in the Caribbean, and in W. Africa. The course will also explore the role of AAVE in the Living Arts of African Americans, as exemplified by writers, preachers, comedians and actors, singers, toasters and rappers, and its connections with challenges that AAVE speakers face in the classroom and courtroom. Service Learning Course (certified by Haas Center). UNITS: 3-5 units. Most students should register for 4 units. Students willing and able to tutor an AAVE speaking child in East Palo Alto and write an additional paper about the experience may register for 5 units, but should consult the instructor first. Students who, for exceptional reasons, need a reduced course load, may request a reduction to 3 units, but more of their course grade will come from exams, and they will be excluded from group participation in the popular AAVE Happenin at the end of the course.

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.

This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)

This community-engaged learning class is part of a broader collaboration between the Program on Social Entrepreneurship at the Haas Center for Public Service, Distinguished Visitors Program and the Doerr School of Sustainability, using practice to better inform theory about how innovation can help address society's biggest challenges with a particular focus on environmental justice, sustainability and climate resilience for frontline and marginalized communities who have or will experience environmental harms. Working with the instructor and the 2024 Distinguished Visitors ? Angela McKee-Brown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities ? students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, systemic inequities, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling, and policy advocacy with the Distinguished Visitors providing practical examples from their work on how this theory plays out in practice. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning. Graduate and undergraduate students may enroll.

This class will examine the history of San Francisco from Native American and colonial settlement through the present. Focus is on social, environmental, and political history, with the theme of power in the city. Topics include Native Americans, the Gold Rush, immigration and nativism, railroads and robber barons, earthquake and fire, progressive reform and unionism, gender, race and civil rights, sexuality and politics, counterculture, redevelopment and gentrification. Students write final project in collaboration with ShapingSF, a participatory community history project documenting and archiving overlooked stories and memories of San Francisco. (Cardinal Course certified by the Haas Center)

Project-based. Sustainable design, development, use and evolution of buildings; connections of building systems to broader resource systems. Areas include architecture, structure, materials, energy, water, air, landscape, and food. Projects use a cradle-to-cradle approach focusing on technical and biological nutrient cycles and information and knowledge generation and organization. May be repeated for credit.

Note to students: please be advised that the course number for this course has been changed to: CEE 218X, which is offered Autumn 2019-20. If you are interested in taking this course, please enroll in CEE 218X instead for Autumn 2019-20.

This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.

This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.

This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)

Is water a human right or an entitlement? Who controls the water, and who should control the water, in California? Private companies? Nonprofits? Local residents? Federal, state, or local governments? This course will explore these questions in the context of urban California more generally, the players and the politics to make sense of a complex problem with deep historical roots; one that defines the new century in California urban life. The required readings and discussions cover cities from Oakland to Los Angeles, providing a platform for students to explore important environmental issues, past and present, affecting California municipalities undergoing rapid population change. In addition, our research focus will be on the cities located on the Central Coast of California: agricultural Salinas, Watsonville, and Castroville and towns along the Salinas Valley; tourist based Monterey, Pebble Beach, Carmel, Pacific Grove; the bedroom community of Prunedale to the north, and former military towns, Marina and Seaside, as all of these ethnically, socioeconomically diverse communities engage in political struggles over precious, and ever scarcer water resources, contend with catastrophic events such as droughts and floods, and fight battles over rights to clean water, entitlement, environmental racism, and equity. Cardinal Course certified by the Haas Center.

This class uses the lens of performance, and particularly dance, to explore the aesthetic, cultural, historical, and legal issues in the lives of incarcerated youth. In the process students gain an understanding of incarceration and its cultural dimensions. Class readings and discussions foreground the legal and social contexts surrounding prisons in the U.S., Particular attention will be paid to the nexus of art, community, and social action, and how dance might be used to study the performing arts effects on self-construction, perception, experiences of embodiment, and social control for incarcerated teenagers. The class includes guest speakers who bring important perspectives on criminal justice including returned citizens, a juvenile justice attorney, a restorative conferencing facilitator and a dancer who teaches women in prison to be their own dance instructors.

Urban agriculture takes many forms in cities around the world and provides significant amounts of food and other resources and benefits for urban communities. This Earth Systems practicum explores the application of agroecological principles to the design and stewardship of urban farms and gardens. Students will explore social and ecological dimensions of urban agriculture including issues of environmental justice while gaining land stewardship and small-scale food production skills at the Stanford Educational Farm and in the community. Course application link: https://stanforduniversity.qualtrics.com/jfe/form/SV_d0fFbVV7Gk7UDr0

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). Cardinal Course certified by the Haas Center for Public Service.

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).https://earth.stanford.edu/esys/resources/program-forms-guides

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 or 210B.https://earth.stanford.edu/esys/resources/program-forms-guides

Urban agriculture takes many forms in cities around the world and provides significant amounts of food and other resources and benefits for urban communities. This Earth Systems practicum explores the application of agroecological principles to the design and stewardship of urban farms and gardens. Students will explore social and ecological dimensions of urban agriculture including issues of environmental justice while gaining land stewardship and small-scale food production skills at the Stanford Educational Farm and in the community. Course application link: https://stanforduniversity.qualtrics.com/jfe/form/SV_d0fFbVV7Gk7UDr0

In this service-learning course, participants experience the world of school and print through the eyes of a child. Enrolled students learn about literacy development and instruction with diverse learners and are prepared to tutor a child in grades K-2. Attendance is required for tutoring two times per week in addition to the weekly class meeting. May be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.

This course explores the profession of teaching through an internship in a local elementary or high school classroom. Students will observe and assist instruction for four hours per week. In class, students will read, discuss, and respond to theory and research related to teaching. The course is open to all undergraduates with an interest in the teaching profession; and it may be especially useful for students who are considering entering the profession of teaching and wish to spend time in a classroom. No prior experience in teaching is required.

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

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

This course focuses on concepts and theories of mathematics teaching and learning in Early Childhood Education. Class requirements include practical experience teaching aged 4-5 years in a local school. Topics include teaching of math to young children; young children's cognitive, language, and social development; classroom management; cultural diversity; and early childhood education policy. Attendance is expected for tutoring two times per week in addition to the weekly class meeting. The course may be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.

Limited to students participating in the Alternative Spring Break program. See http://asb.stanford.edu for more inform

The theories and methods of curriculum development and improvement. Topics: curriculum ideologies, perspectives on design, strategies for diverse learners, and the politics of curriculum construction and implementation. Students develop curriculum plans for use in real settings. Service Learning Course (certified by Haas Center).

This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)

How can we use technology to improve learning? Many hope that technology will make learning easier, faster, or accessible to more learners. This course explores a variety of approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Strong focus on evaluating new tools for specific learners and subjects. Space is limited. Priority is given to master's students in the LDT Master's Program.

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.

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.

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

Seminar and student project course. Explores the medical, social, ethical, and technical challenges surrounding the design, development, and use of technologies that improve the lives of people with disabilities and older adults. Guest lecturers include engineers, designers, researchers, entrepreneurs, clinicians, and assistive technology users. Special activities include field trips to local facilities, an assistive technology faire, and a film screening. Students from any discipline are welcome to enroll. 3 units for students (juniors, seniors, and graduate students preferred) who pursue a team-based assistive technology project with a community partner - enrollment is limited to 27. 1 unit for seminar attendance only (CR/NC) or individual project (letter grade). Projects can be continued as independent study in Spring Quarter. See course website at http://engr110.stanford.edu. Designated a Cardinal Course by the Haas Center for Public Service.

Seminar and student project course. Explores the medical, social, ethical, and technical challenges surrounding the design, development, and use of technologies that improve the lives of people with disabilities and older adults. Guest lecturers include engineers, designers, researchers, entrepreneurs, clinicians, and assistive technology users. Special activities include field trips to local facilities, an assistive technology faire, and a film screening. Students from any discipline are welcome to enroll. 3 units for students (juniors, seniors, and graduate students preferred) who pursue a team-based assistive technology project with a community partner - enrollment is limited to 27. 1 unit for seminar attendance only (CR/NC) or individual project (letter grade). Projects can be continued as independent study in Spring Quarter. See course website at http://engr110.stanford.edu. Designated a Cardinal Course by the Haas Center for Public Service.

(Same as History 105C. 5C is 3 units; 105C is 5 units.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.

Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C (FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)

(Same as HISTORY 5C. 105C is 5 units, 5C is 3 units.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.

(Same as History 105C. 5C is 3 units; 105C is 5 units.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.

Considers purpose, practice, and ethics of service learning. Provides training for students' work in community. Examines current scope of human trafficking in Bay Area, pressing concerns, capacity and obstacles to effectively address them. Students work with community partners dedicated to confronting human trafficking and problems it entails on a daily basis. Must currently be enrolled in or have previously taken History 5C/105C (FemGen 5C/105C, HumBio 178H, IR 105C, CSRE 5C/105C). (Cardinal Course certified by the Haas Center)

Prerequisite: HISTORY6W (FEMGEN 6W). Continuation of HISTORY 6W (FEMGEN 6W). Students will continue working on their projects with their community partners. Several class meetings and small group consultations throughout the quarter. (Cardinal Course certified by the Haas Center)

This January, an armed insurrection assaulted the U.S. Capital, trying to block the Electoral College affirmation of President Biden's election. For the past four years, American democracy has been in continual crisis. Bitter and differing views of what constitutes truth have resulted in a deeply polarized electoral process. The sharp increase in partisanship has crippled our ability as a nation to address and resolve the complex issues facing us. <br><br>There are reasons to hope the current challenges will be overcome and the path of our democracy will be reset on a sound basis. But that will require a shift to constructive--rather than destructive--political conflict. <br><br>This Sophomore Seminar will focus on U.S. democracy and will use a series of case studies of major events in our national history to explore what happened and why to American democracy at key pressure points. This historical exploration will shed light on how the current challenges facing American democracy might best be handled. (Cardinal Course certified by the Haas Center).

(Same as HISTORY 5C. 105C is 5 units, 5C is 3 units.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.

Gateway course for Public History/Public Service track. Examines various ways history is used outside of the classroom, and its role in political/cultural debates in the U.S. and abroad. Showcases issues and careers in public history with guest speakers.

An emerging area of inquiry. Topics include: global migration trends, health Issues/aspects of migration, healthcare and the needs of immigrants in the US, and migrants as healthcare providers: a new area of inquiry in the US. Class is structured to include: lectures lead by the instructor and possible guest speakers; seminar, discussion and case study sessions led by students. Enrollment limited to juniors, seniors and and graduate students or the consent of the instructor. HUMBIO students must enroll in HUMBIO 122M. Med/Graduate students enroll in PEDS 212.

(Same as HISTORY 5C. 105C is 5 units, 5C is 3 units.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.

This community-engaged learning class is part of a broader collaboration between the Program on Social Entrepreneurship at the Haas Center for Public Service, Distinguished Visitors Program and the Doerr School of Sustainability, using practice to better inform theory about how innovation can help address society's biggest challenges with a particular focus on environmental justice, sustainability and climate resilience for frontline and marginalized communities who have or will experience environmental harms. Working with the instructor and the 2024 Distinguished Visitors ? Angela McKee-Brown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities ? students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, systemic inequities, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling, and policy advocacy with the Distinguished Visitors providing practical examples from their work on how this theory plays out in practice. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning. Graduate and undergraduate students may enroll.

Vocabulary, pronunciation and grammatical features of the systematic and vibrant vernacular English [AAVE] spoken by African Americans in the US, its historical relation to British dialects, and to English creoles spoken on the S. Carolina Sea Islands (Gullah), in the Caribbean, and in W. Africa. The course will also explore the role of AAVE in the Living Arts of African Americans, as exemplified by writers, preachers, comedians and actors, singers, toasters and rappers, and its connections with challenges that AAVE speakers face in the classroom and courtroom. Service Learning Course (certified by Haas Center). UNITS: 3-5 units. Most students should register for 4 units. Students willing and able to tutor an AAVE speaking child in East Palo Alto and write an additional paper about the experience may register for 5 units, but should consult the instructor first. Students who, for exceptional reasons, need a reduced course load, may request a reduction to 3 units, but more of their course grade will come from exams, and they will be excluded from group participation in the popular AAVE Happenin at the end of the course.

Vocabulary, pronunciation and grammatical features of the systematic and vibrant vernacular English [AAVE] spoken by African Americans in the US, its historical relation to British dialects, and to English creoles spoken on the S. Carolina Sea Islands (Gullah), in the Caribbean, and in W. Africa. The course will also explore the role of AAVE in the Living Arts of African Americans, as exemplified by writers, preachers, comedians and actors, singers, toasters and rappers, and its connections with challenges that AAVE speakers face in the classroom and courtroom. Service Learning Course (certified by Haas Center). UNITS: 3-5 units. Most students should register for 4 units. Students willing and able to tutor an AAVE speaking child in East Palo Alto and write an additional paper about the experience may register for 5 units, but should consult the instructor first. Students who, for exceptional reasons, need a reduced course load, may request a reduction to 3 units, but more of their course grade will come from exams, and they will be excluded from group participation in the popular AAVE Happenin at the end of the course.

Open to undergraduate, graduate, and MD students. Examination and exploration of community health principles and their application at the local level. Designed to prepare students to make substantive contributions in a variety of community health settings (e.g. clinics, government agencies, non-profit organization, advocacy groups). Topics include community health assessment; health disparities; health promotion and disease prevention; strategies for working with diverse, low-income, and underserved populations; and principles of ethical and effective community engagement.

Restricted to MS&E majors in their senior year. Students carry out a major project in groups of four, applying techniques and concepts learned in the major. Project work includes problem identification and definition, data collection and synthesis, modeling, development of feasible solutions, and presentation of results. Cardinal Course certified by the Haas Center. Satisfies the WIM requirement for MS&E majors.

An emerging area of inquiry. Topics include: global migration trends, health Issues/aspects of migration, healthcare and the needs of immigrants in the US, and migrants as healthcare providers: a new area of inquiry in the US. Class is structured to include: lectures lead by the instructor and possible guest speakers; seminar, discussion and case study sessions led by students. Enrollment limited to juniors, seniors and and graduate students or the consent of the instructor. HUMBIO students must enroll in HUMBIO 122M. Med/Graduate students enroll in PEDS 212.

This January, an armed insurrection assaulted the U.S. Capital, trying to block the Electoral College affirmation of President Biden's election. For the past four years, American democracy has been in continual crisis. Bitter and differing views of what constitutes truth have resulted in a deeply polarized electoral process. The sharp increase in partisanship has crippled our ability as a nation to address and resolve the complex issues facing us. <br><br>There are reasons to hope the current challenges will be overcome and the path of our democracy will be reset on a sound basis. But that will require a shift to constructive--rather than destructive--political conflict. <br><br>This Sophomore Seminar will focus on U.S. democracy and will use a series of case studies of major events in our national history to explore what happened and why to American democracy at key pressure points. This historical exploration will shed light on how the current challenges facing American democracy might best be handled. (Cardinal Course certified by the Haas Center).

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

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

This practicum is designed to build on the lessons learned in PSYCH 150 Race & Crime. In this community service learning course, students participate in community partnerships relevant to race and crime, as well as reflection to connect these experiences to research and course content. Interested students should complete an application for permission at: https://goo.gl/forms/CAut7RKX6MewBIuG3. Prerequisite: PSYCH 150 (taken concurrently or previously).

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

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

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

Rhetorical and contextual analysis of readings; research; and argument. Focus is on development of a substantive research-based argument using multiple sources. Individual conferences with instructor. Study of the rhetoric of the India of the new millennium, including issues of gender, caste, class, religion, sexuality, nationalism, diaspora, outsourcing, and globalization. Service Learning Course (certified by Haas Center). See http://www.stanford.edu/dept/undergrad/cgi-bin/drupal_ual/AP_univ_req_PWR_Courses.html.

PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course will use a rhetorical lens to study global contexts and conversations around objects and objectification-- from the relationships shared by cultures, objects, and people to the ways human beings have been objectified, such as through colonialism, enslavement, sex-trafficking, and organ trade. For video and description visit https://pwrcourses.stanford.edu/pwr2/pwr2sm. For PWR 2 catalog see https://pwrcourses.stanford.edu/pwr-2. Enrollment is handled by the PWR office. Prerequisite: PWR 1.

Continuation of SPANLANG 12. Immigration & Citizenship. Sequence integrating community engaged learning, culture and language with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, community and professional contexts. SL content focuses on immersion in civics-based service learning in the Spanish-speaking local community. Requires two hours weekly off campus in addition to three hours of regular class time. Service Learning Course (Cardinal Course certified by Haas Center). Prerequisite: Placement Test, SPANLANG 12C, 12R, 12SL,12M or 12S. You will be required to have a tuberculosis test and a background check. Once enrolled you will be sent a 3 min preparation form. Please see Spanlang website for more information on the course Fulfills the IR major language requirement.

Criteria and skills to analyze Spanish grammatical structure. Identification of word functions in sentences and texts, types of sentences, and terminology. Structure of nouns, adjectives, and verbs, and their relationship with meaning. The differences between Spanish grammar as a formal system and in everyday life. Prerequisite: SPANLANG 13C,13R,13SL,23B,13S or 13M

This class uses the lens of performance, and particularly dance, to explore the aesthetic, cultural, historical, and legal issues in the lives of incarcerated youth. In the process students gain an understanding of incarceration and its cultural dimensions. Class readings and discussions foreground the legal and social contexts surrounding prisons in the U.S., Particular attention will be paid to the nexus of art, community, and social action, and how dance might be used to study the performing arts effects on self-construction, perception, experiences of embodiment, and social control for incarcerated teenagers. The class includes guest speakers who bring important perspectives on criminal justice including returned citizens, a juvenile justice attorney, a restorative conferencing facilitator and a dancer who teaches women in prison to be their own dance instructors.

This class will examine the history of San Francisco from Native American and colonial settlement through the present. Focus is on social, environmental, and political history, with the theme of power in the city. Topics include Native Americans, the Gold Rush, immigration and nativism, railroads and robber barons, earthquake and fire, progressive reform and unionism, gender, race and civil rights, sexuality and politics, counterculture, redevelopment and gentrification. Students write final project in collaboration with ShapingSF, a participatory community history project documenting and archiving overlooked stories and memories of San Francisco. (Cardinal Course certified by the Haas Center)

Community-engaged learning course that exposes students to sustainability concepts and urban planning as a tool for determining sustainable outcomes in the Bay Area. The focus will be on 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 remote team-based projects in collaboration with Bay Area community partners. Prerequisites: Consent of the instructor. (Cardinal Course certified by the Haas Center.) Apply here: https://docs.google.com/forms/d/e/1FAIpQLSfhY1w5A_PCjmKdMcGNaZ6Hic24T2zvgF7CfcGrL2tWCWnQGg/viewform

Urban agriculture takes many forms in cities around the world and provides significant amounts of food and other resources and benefits for urban communities. This Earth Systems practicum explores the application of agroecological principles to the design and stewardship of urban farms and gardens. Students will explore social and ecological dimensions of urban agriculture including issues of environmental justice while gaining land stewardship and small-scale food production skills at the Stanford Educational Farm and in the community. Course application link: https://stanforduniversity.qualtrics.com/jfe/form/SV_d0fFbVV7Gk7UDr0

Restricted to Urban Studies majors. Students work at least 80 hours with a supervisor, establish learning goals, and create products demonstrating progress. Reflection on service and integration of internship with senior research plans. Must be completed by start of Winter Quarter senior year. May continue for additional quarter as 194. Service Learning Course (certified by Haas Center). Corequisite: URBANST 201 or consent of instructor.