Results for CARDCOURSES::eng

This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.

As a society, we find ourselves surrounded by planetary-scale challenges ranging from lack of equitable access to health care to environmental degradation to dramatic loss of biodiversity. One common theme that runs across these challenges is the need to invent cost-effective solutions with the potential to scale. The COVID-19 pandemic provides yet another example of such a need. In this course, participants will learn principles of frugal science to design scalable solutions with a cost versus performance rubric and explore creative means to break the accessibility barrier. Using historic and current examples, we will emphasize the importance of first-principles science to tackle design challenges with everyday building blocks. Enrollment is open to all Stanford students from all schools/majors, who will team up with collaborators from across the globe to build concrete solutions to planetary-scale challenges. Come learn how to solve serious challenges with a little bit of play.

Come and tackle a problem in sustainability by participating in Stanford's Big Earth Hackathon challenge on wildland fires and finding an innovative solution to wildland fire prediction, mitigation, and/or equity and fairness. Students work in self-organized diverse teams of 1-4 students in weeks 1-8, with a final presentation of the work on Friday May 31. The teams will spend the first few weeks designing their specific team problem/scope/goals under one or more of the three primary areas of focus. Guidance in the design and solution processes will be provided by faculty, industry and/or community leaders. Workshops in data analysis, programming, GIS, and fundamental issues related to wildfires will be provided at the start of the quarter to give students tools and insights to define and tackle problems.

(Formerly GEOLSCI 118Y and 218Y) The complex urban problems affecting quality of life in the Bay Area, from housing affordability and transportation congestion to economic vitality and social justice, are already perceived by many to be intractable, and will likely be exacerbated by climate change and other emerging environmental and technological forces. Reforming urban systems to improve the equity, resilience and sustainability of communities will require new collaborative methods of assessment, goal setting, and problem solving across governments, markets, and communities. It will also require academic institutions to develop new models of co-production of knowledge across research, education, and practice. This XYZ course series is designed to immerse students in co-production for social change. The course sequence covers scientific research and ethical reasoning, skillsets in data-driven and qualitative analysis, and practical experience working with local partners on urban challenges that can empower students to drive responsible systems change in their future careers. The Autumn (X) and Winter (Y) courses are focused on basic and advanced skills, respectively, and completion is a prerequisite for participation in the Spring (Z) practicum quarter, which engages teams in real-world projects with Bay Area local governments or community groups. X and Y are composed of four weekly pedagogical components: (A) lectures; (B) writing prompts linked with small group discussion; (C) lab and self-guided tutorials on the R programming language; and (D) R data analysis assignments. Open to undergraduate and graduate students in any major. For more information, visit http://bay.stanford.edu/education. Cardinal Course certified by the Haas Center. Change of Department Name: Earth and Planetary Science (Formerly Geologic Sciences).

(Formerly GEOLSCI 118Z and 218Z) Students are placed in small interdisciplinary teams (engineers and non-engineers, undergraduate and graduate level) to work on complex design, engineering, and policy problems presented by external partners in a real urban setting. Multiple projects are offered and may span both Winter and Spring quarters; students are welcome to participate in one or both quarters. Students are expected to interact professionally with government and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. Prerequisite: the Autumn (X) skills course or approval of instructors. For information about the projects and application process, visit http://bay.stanford.edu. Cardinal Course certified by the Haas Center. Change of Department Name: Earth and Planetary Science (Formerly Geologic Sciences).

Adaptation to climate change will not only require new infrastructure and policies, but it will also challenge our local, state and national governments to collaborate across jurisdictional lines in ways that include many different types of private and nonprofit organizations and individual actors. The course explores what it means for communities to be resilient and how they can reach that goal in an equitable and effective way. Using wildfires in California as a case study, the course assesses specific strategies, such as controlled burns and building codes, and a range of planning and policy measures that can be used to enhance climate resilience. In addition, it considers how climate change and development of forested exurban areas (among other factors) have influenced the size and severity of wildfires. The course also examines the obstacles communities face in selecting and implementing adaptation measures (e.g., resource constraints, incentives to develop in forested areas, inadequate policy enforcement, and weak inter-agency coordination). Officials from various Bay Area organizations contribute to aspects of the course; and students will present final papers to local government offcials. Limited enrollment. Students will be asked to prepare application essays on the first day of class. Course is intended for seniors and graduate students.

(COMM 177B is offered for 5 units, COMM 277B is offered for 4 units.) This class will tackle data-driven journalism, in collaboration with other academic and journalistic partners. The class is centered around one or more projects rooted in local data-driven journalism but with potential for regional or national journalistic stories and impact. Students work in interdisciplinary teams to negotiate for public records and data, analyze data and report out stories. Some of the work may be published by news organizations or may be used to advance data journalism projects focused on public accountability. Students will gain valuable knowledge and skills in how to negotiate for public records, how to critically analyze data for journalistic purpose and build out reporting and writing skills. Students with a background in journalism (especially data journalism), statistics, computer science, law, or public policy are encouraged to participate. Enrollment is limited. May be repeated for credit. (Cardinal Course certified by the Haas Center)

Graduate students register for COMM 277I. COMM 177I is offered for 5 units, COMM 277I is offered for 4 units.) Learn how to apply an investigative and data mindset to journalism, from understanding how to background an individual or entity using online databases to compiling or combining disparate sets of information in ways that unveil wrongdoing or mismanagement. Focuses on mining texts, tracking associations, and using visualizations. Stories produced apply investigative techniques to beat reporting, breaking news, and long form journalism. Instructor permission required for freshmen and sophomores. (Cardinal Course certified by the Haas Center)

(COMM 177B is offered for 5 units, COMM 277B is offered for 4 units.) This class will tackle data-driven journalism, in collaboration with other academic and journalistic partners. The class is centered around one or more projects rooted in local data-driven journalism but with potential for regional or national journalistic stories and impact. Students work in interdisciplinary teams to negotiate for public records and data, analyze data and report out stories. Some of the work may be published by news organizations or may be used to advance data journalism projects focused on public accountability. Students will gain valuable knowledge and skills in how to negotiate for public records, how to critically analyze data for journalistic purpose and build out reporting and writing skills. Students with a background in journalism (especially data journalism), statistics, computer science, law, or public policy are encouraged to participate. Enrollment is limited. May be repeated for credit. (Cardinal Course certified by the Haas Center)

Graduate students register for COMM 277I. COMM 177I is offered for 5 units, COMM 277I is offered for 4 units.) Learn how to apply an investigative and data mindset to journalism, from understanding how to background an individual or entity using online databases to compiling or combining disparate sets of information in ways that unveil wrongdoing or mismanagement. Focuses on mining texts, tracking associations, and using visualizations. Stories produced apply investigative techniques to beat reporting, breaking news, and long form journalism. Instructor permission required for freshmen and sophomores. (Cardinal Course certified by the Haas Center)

Get real-world experience researching and developing your own social impact project! Students work in small teams to develop high-impact projects around problem domains provided by partner organizations, under the guidance and support of design/technical coaches from industry and non-profit domain experts. Main class components are workshops, community discussions, guest speakers and mentorship. Studio provides an outlet for students to create social change through CS while engaging in the full product development cycle on real-world projects. The class culminates in a showcase where students share their project ideas and Minimum Viable Product prototypes with stakeholders and the public. Application required; please see cs51.stanford.edu for more information.

Continuation of CS51 (CS + Social Good Studio). Teams enter the quarter having completed and tested a minimal viable product (MVP) with a well-defined target user, and a community partner. Students will learn to apply scalable technical frameworks, methods to measure social impact, tools for deployment, user acquisition techniques and growth/exit strategies. The purpose of the class is to facilitate students to build a sustainable infrastructure around their product idea. CS52 will host mentors, guest speakers and industry experts for various workshops and coaching-sessions. The class culminates in a showcase where students share their projects with stakeholders and the public. Prerequisite: CS 51, or consent of instructor.

Survey course on applications of fundamental computer science concepts from CS 106B to problems in the social good space (such as health, trust & safety, government, security, education, and environment). Each week consists of in-class activities designed and delivered by student instructors. Introduces students to JavaScript and the basics of web development. Some of the topics we will cover include mental health chatbots, tumor classification with basic machine learning, sentiment analysis of tweets on refugees, the basics of open source software, and principles of cybersecurity. For more information, visit cs106s.stanford.edu. Pre/Corequisite: CS106B. Cardinal Course certified by the Haas Center for Public Service

The challenges of addressing climate change and sustainability require urgency as well as innovative solutions. Startups operate with speed and urgency, 24/7. In recent years they have learned not only how to effectively innovate but also how to be extremely efficient with resources and time, using lean startup methods. Participants in this class develop the skills required of a mission driven entrepreneur by tackling a critical problem in climate and sustainability as part of a team of engineers, scientists, social scientists, MBAs, and law and policy experts. Teams will engage pressing climate and sustainability problems and learn how to apply lean startup principles ("business model canvas," "customer development," and "agile engineering") in developing solutions. Students will take a hands-on, experiential approach to explore options for solutions and needs for stakeholders. The process of exploring options will require participants to engage deeply and to learn how to work closely with policy makers, technologists, government officials, NGOs, foundations, companies, and others interested in solving these problems, while demanding that teams continually build iterative prototypes to test their understanding of the problem and solution hypotheses. For more information on problems and sponsors as they are added and to apply for the course, see https://h4cs.stanford.edu/. Applications required in November. Limited enrollment.https://earth.stanford.edu/esys/resources/program-forms-guides

The first of a two-quarter, project-based course sequence that address cultural, sociopolitical, organizational, technical, and ethical issues at the heart of implementing sustainable engineering projects in a developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs, local communities, and/or NGOs. While students must have the skills and aptitude necessary to make meaningful contributions to technical product designs, the course is open to all backgrounds and majors. The first quarter focuses on cultural awareness, ethical implications, user requirements, conceptual design, feasibility analysis, and implementation planning. Admission is by application. Students should plan to enroll in ENERGY 177B/277B Engineering & Sustainable Development: Implementation following successful completion of this course. Designated a Cardinal Course by the Haas Center for Public Service. To satisfy a Ways requirement, students must register for an undergraduate course number (ENERGY 177A) and this course must be taken for at least 3 units.

The second of a two-quarter, project-based course sequence that address cultural, political, organizational, technical and business issues at the heart of implementing sustainable engineering projects in the developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs and/or NGOs. This quarter focuses on implementation, evaluation, and deployment of the designs developed in the winter quarter. Designated a Cardinal Course by the Haas Center for Public Service.

Solving the global climate challenge will require the creation and successful scale-up of hundreds of new ventures. This project-based course provides a launchpad for the development and creation of transformational climate ventures and innovation models. Interdisciplinary teams will research, analyze, and develop detailed launch plans for high-impact opportunities in the context of the new climate venture development framework offered in this course. Throughout the quarter, teams will complete 70+ interviews with customers, sector experts, and other partners in the emerging climatetech ecosystem, with introductions facilitated by the teaching team's unique networks in this space. Please see the course website scv.stanford.edu for more information and alumni highlights. Project lead applications are due by December 11 through tinyurl.com/scvprojectlead. Students interested in joining a project team, please briefly indicate your interest in the course at tinyurl.com/scvgeneralinterest. Cardinal Course certified by the Haas Center for Public Service.

The first of a two-quarter, project-based course sequence that address cultural, sociopolitical, organizational, technical, and ethical issues at the heart of implementing sustainable engineering projects in a developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs, local communities, and/or NGOs. While students must have the skills and aptitude necessary to make meaningful contributions to technical product designs, the course is open to all backgrounds and majors. The first quarter focuses on cultural awareness, ethical implications, user requirements, conceptual design, feasibility analysis, and implementation planning. Admission is by application. Students should plan to enroll in ENERGY 177B/277B Engineering & Sustainable Development: Implementation following successful completion of this course. Designated a Cardinal Course by the Haas Center for Public Service. To satisfy a Ways requirement, students must register for an undergraduate course number (ENERGY 177A) and this course must be taken for at least 3 units.

The second of a two-quarter, project-based course sequence that address cultural, political, organizational, technical and business issues at the heart of implementing sustainable engineering projects in the developing world. Students work in interdisciplinary project teams to tackle real-world design challenges in partnership with social entrepreneurs and/or NGOs. This quarter focuses on implementation, evaluation, and deployment of the designs developed in the winter quarter. 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.

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.

This course is a required training for student leaders of the Seeds of Change initiative. This initiative takes an interdisciplinary approach to STEM education, infusing students' technical training with leadership training through a lens of gender inequality - bringing together key components of feminist pedagogy, service-learning, and experiential education to create a transformational learning experience. In this three-quarter course (Fall, Winter, Spring), student leaders will: learn the core content featured in the Seeds of Change curriculum, reflect on their experiences as both learners and teachers of this content, hone their own leadership and group facilitation skills, and engage as researchers in the initiative's evaluation efforts. NOTE: Instructor Consent Required. Please email kpedersen@stanford.edu *Cardinal Course certified by the Haas Center. See syllabus for adjusted course schedule and times.

The policy client for this project is the Legal Services Corporation (https://www.lsc.gov/): This project works closely with the Legal Services Corporation's Technology Information Grant Program (https://www.lsc.gov/grants/technology-initiative-grant-program) to research how the public interacts with AI platforms to seek legal assistance, and to develop a strategy around how to mitigate risks, ensure quality, and enhance access to justice on these AI platforms. AI increase access to justice, by helping people resolve their legal problems in more accessible, equitable, and effective ways? What are the risks that AI poses for people seeking legal guidance, that technical and policy guardrails should mitigate? In this course, students will conduct research to identify key opportunities and risks around AI's use by the public to deal with common legal problems like bad living conditions, possible evictions, debt collection, divorce, or domestic violence. Especially with the launch of new AI platforms like ChatGPT, Google Bard, and Bing Chat, more people may turn to generative AI platforms for guidance on their legal rights, options, and procedures. How can technology companies, legal institutions, and community groups responsibly advance AI solutions to benefit people in need? Students will explore these questions about AI and access to justice through hands-on interviews, fieldwork, and design workshops with different stakeholders throughout the justice system. They will run interview sessions online and on-site at courts, to hear from various community members about whether they would use AI for legal help and to brainstorm how the ideal AI system would behave. Students will also observe how participants use AI to respond to a fictional legal problem, to assess how the AI performs and understand how people regard the AI's guidance. Students will be required to complete ethical training for human subjects research, which takes approximately 2 hours through the CITI program online. They will then conduct community interviews according to an approved IRB research protocol. Students will synthesize what they learn in these community interviews, observations, and brainstorm sessions, in a presentation to legal and technical experts. They will hold a multi-stakeholder workshop at to explore how their findings may contribute to technical and legal projects to develop responsible, human-centered AI in the legal domain. Students will develop skills in facilitating interdisciplinary policy discussions about how technology and regulation can be developed alongside each other. The students¿ final report will contribute to policy and technology discussions about the principles, benchmarks, and risk typologies that can guide the ethical development of AI platforms for access to justice. Students are asked to enroll in both Fall and Winter quarters of the class. The class may be extended to Spring quarter, depending on the issues raised. Elements used in grading: Attendance, Performance, Class Participation, and Written Assignments. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/.

First course of two-quarter capstone sequence. Working in project teams, design and develop an engineering system addressing a real-world problem in theme area of pressing societal need. Learn and utilize industry development process: first quarter focuses on establishing requirements and narrowing to top concept. Second quarter emphasizes implementation and testing. Learn and apply professional communication skills, assess ethics. Students must also enroll in ME170b; completion of 170b required to earn grade in 170a. Course sequence fulfills ME WIM requirement. Course open to Biomechanics students for Capstone credit. Co- or Prerequisites: ENGR15, ME80, ME104, ME131 (ME only), ME123 (ME Only). (Cardinal Course certified by the Haas Center).

Second course of two-quarter capstone sequence. Working in project teams, design and develop an engineering system addressing a real-world problem in theme area of pressing societal need. Learn and utilize industry development process: first quarter focuses on establishing requirements and narrowing to top concept. Second quarter emphasizes implementation and testing. Learn and apply professional communication skills, assess ethics. Students must have completed ME170a; completion of 170b required to earn grade in 170a. Course sequence fulfills ME WIM requirement. Course open to Biomechanics students for Capstone credit. Co- or Prerequisites: ENGR15, ME80, ME104, ME131 (ME only), ME123 (ME only). (Cardinal Course certified by the Haas Center).

Design for Extreme Affordability (fondly called Extreme) is a two-quarter course offered by the d.school through the School of Engineering and the Graduate School of Business. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modelling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Possibility to travel overseas during spring break. Previous projects include d.light, Driptech, Earthenable, Embrace, the Lotus Pump, MiracleBrace, Noora Health and Sanku. Periodic design reviews; Final course presentation and expo; industry and adviser interaction. Limited enrollment via application. Must sign up for ME206A and ME206B. See extreme.stanford.edu

Design for Extreme Affordability (fondly called Extreme) is a two-quarter course offered by the d.school through the School of Engineering and the Graduate School of Business. This multidisciplinary project-based experience creates an enabling environment in which students learn to design products and services that will change the lives of the world's poorest citizens. Students work directly with course partners on real world problems, the culmination of which is actual implementation and real impact. Topics include design thinking, product and service design, rapid prototype engineering and testing, business modelling, social entrepreneurship, team dynamics, impact measurement, operations planning and ethics. Possibility to travel overseas during spring break. Previous projects include d.light, Driptech, Earthenable, Embrace, the Lotus Pump, MiracleBrace, Noora Health and Sanku. Periodic design reviews; Final course presentation and expo; industry and adviser interaction. Limited enrollment via application. Must sign up for ME206A and ME206B. See extreme.stanford.edu. Cardinal Course certified by the Haas Center

Recent advances in health technologies - incorporating innovations like robotics, cloud computing, artificial intelligence, and smart sensors - have raised expectations of a dramatic impact on health outcomes across the world. However, bringing innovative technologies to low-resource settings has proven challenging, limiting their impact. Ironically, the COVID-19 pandemic became Exhibit 1 in the challenges the global health community faces in scaling innovative interventions. This course explores critical questions regarding the implementation and impact of technological innovations in low-resource settings. The course will feature thought leaders from the health technology community, who will explore examples of technologies that have been successful in low-resource communities, as well as those that have failed. A subset of these examples will be drawn from the current pandemic. Students will think critically to consider conditions under which technologies reach scale and have a positive impact on the global health field. Students will also have an opportunity to work on real-world projects, each of which will focus on the potential opportunity for health technology in a low-resource setting and consider approaches to ensure its impact at scale. This course will be taught by Dr. Anurag Mairal, Adjunct Professor of Medicine and the Director, Global Outreach Programs at Stanford Byers Center for Biodesign, Dr. Krista Donaldson, Director of Innovation to Impact at Stanford Byers Center for Biodesign, and Dr. Michele Barry, Senior Associate Dean for Global Health and Director of the Center for Innovation in Global Health. This course is open to undergraduate students, graduate students, and medical students. Students can take the course for two or three units. Students enrolling in the course for a third unit will work on the group project described above. Students enrolled in the class for three units will also have additional assignments, including an outline, presentation, and paper related to the group project. Cardinal Course certified by the Haas Center. Questions can be directed to Course Manager, Yosefa Gilon, ygilon@stanford.edu. Students must submit an application and be selected to receive an enrollment code. Application - https://forms.gle/WfToKFonCXWc6wZL7

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.

Grand challenges of our time will demand entirely new ways of thinking about when, how, and under what conditions organizations are "doing good" and what effects that has. Focus is on the role of organizations in society, the ways that organizations can "do good," the challenges organizations face in attempting to "do good", limitations to current ways of organizing, alternative ways to organize and lead organizations that are "good," and the role and responsibilities of individuals in organizations. Students will reflect on and refine their own values and purpose to identify ways in which they can "do good." This course has been designated as a Cardinal Course by the Haas Center for Public Service. Limited Enrollment; preference to MS&E juniors and seniors, and seniors in other majors.

In a crisis, national security initiatives move at the speed of a startup yet in peacetime they default to decades-long acquisition and procurement cycles. Startups operate with continual speed and urgency 24/7. Over the last few years they've learned how to be not only fast, but extremely efficient with resources and time using lean startup methodologies. In this class student teams will take actual national security problems and learn how to apply lean startup principles, ("business model canvas," "customer development," and "agile engineering) to discover and validate customer needs and to continually build iterative prototypes to test whether they understood the problem and solution. Teams take a hands-on approach requiring close engagement with actual military, Department of Defense and other government agency end-users. Team applications required in February, see hacking4defense.stanford.edu. Limited enrollment.

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

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

This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.

Disaster resilience embodies two concepts: adaptation and recovery. As climate change exacerbates the occurrence and intensity of environmental disasters, innovators and decision makers must collaborate to help vulnerable communities and the build environment adapt to and recover from shocks and stresses in a sustainable way without compromising long-term development. This course is tailored to solution-oriented students who are comfortable focusing on wicked problems, and care about the complexity of sustainable and equitable innovation. The course intends to teach students how to lead the design and implementation of products and services that will help real people who are experiencing disaster, with an emphasis on those facing disproportionate effects due to historical contexts. This course is only open to undergraduate students.

Even where policy leaders are striving to center equity in rapid energy transitions, the pathways to clean energy economies are often described by techno-economic models that have limited ability to assess the distributional implications of different scenarios. This course focuses on methods to translate high-level, spatially coarse research findings into actionable policy and technology investment decisions at the local scale. Through lab exercises to develop GIS skills, participants will collaborate with a public service partner to select a study area, identify a spatial dataset representing renewable energy candidate project areas, use site suitability analysis, perform statistical summaries of the dataset, and visualize portfolios of future renewable energy resources that could inform stakeholder engagement on decarbonization pathways that center equity. Pre-requisite: Instructor permission: see syllabus on syllabus.stanford.edu/

Adaptation to climate change will not only require new infrastructure and policies, but it will also challenge our local, state and national governments to collaborate across jurisdictional lines in ways that include many different types of private and nonprofit organizations and individual actors. The course explores what it means for communities to be resilient and how they can reach that goal in an equitable and effective way. Using wildfires in California as a case study, the course assesses specific strategies, such as controlled burns and building codes, and a range of planning and policy measures that can be used to enhance climate resilience. In addition, it considers how climate change and development of forested exurban areas (among other factors) have influenced the size and severity of wildfires. The course also examines the obstacles communities face in selecting and implementing adaptation measures (e.g., resource constraints, incentives to develop in forested areas, inadequate policy enforcement, and weak inter-agency coordination). Officials from various Bay Area organizations contribute to aspects of the course; and students will present final papers to local government offcials. Limited enrollment. Students will be asked to prepare application essays on the first day of class. Course is intended for seniors and graduate students.