Results for EARTH

Planet Earth is our only home and so it is critical that we understand how it works, from large-scale geologic processes that shape our continents, to biological processes that produce the air we breathe, to the origins of the energy sources we rely on, to the impacts of the human societies we have created. This course provides an introduction to the cutting edge research of Stanford Earth faculty, who are leading the effort to ask and answers these critical questions about our planet. May be repeated for credit.

Interested in Big Data and how to apply it to global environmental and sustainability challenges? This course provides an introduction to Big Data and its applications in solving global challenges such as meeting global energy needs, food and water security, climate change, and natural hazards. The first half of the course will focus on foundational concepts of Big Data; the second half of the course will focus on applications of Big Data while introducing students to Stanford Earth alumni who are currently using these concepts in their work. May be repeated for credit.

One of the most important ways to learn about the world is to go out and explore it. Over the course of two day-long field trips during the weekend of May 5 & 6, students will learn and implement hands-on skills for conducting research "in the field," that is, outdoors in the natural environment. No previous field-work experience necessary. By focusing on the local geology, geomorphology, soils, ecology, and marine biology surrounding the Stanford campus, we will use careful observation, standard methods for data collecting, and analytical tools to answer fundamental questions about earth and ecosystem function. Along the way, we will also practice basic skills, from hiking to critical thinking, essential for conducting science outside of the controlled environment of the lab. This class is all about learning by doing, so be prepared to get your hands dirty and your feet wet while enjoying the sunshine and fresh air. In addition to the field weekend (May 5 & 6), this class also includes a mandatory evening meeting on May 2 (5:30P-7:00P). 100% Attendance at all meetings is required, no exceptions. Enrollment is limited to 20 students; preference given to freshmen and sophomores; to receive a course registration code, students must complete this form: http://web.stanford.edu/~rypett/EARTH_1C.fb

How and why is the climate changing? How might a changing climate affect human society? And what can we do to alter the course of climate change and adapt to any climatic changes that do occur? This course provides an introduction to the natural science and social science of climate change. The focus is on what science tells us about the causes, consequences, and solutions to climate change, as well as on how scientific progress is made on these issues.

Service learning through the Geokids program. Eight weeks of supervised teaching to early elementary students about Earth sciences. Hands-on teaching strategies for science standards-based instruction.

Climate change is happening. As a society, we know we need to accommodate it, design for it, and slow its progress, yet as individuals many of us struggle to take meaningful action. This class will use the iconic landscapes of California as a lens to address this challenge. How will they differ in 2025, 2050, 2100? During the course we will learn about the science of global change and the ways in which California may dramatically differ in the future as a result of changing temperatures and rainfall patterns, rising sea levels, shifts in flora and fauna, and decisions about the built environment and infrastructure. Using methodologies of human-centered design, we will explore how iconic landscapes influence perceptions of global change. We will generate ideas for communicating the impact of projected change and experiment with different ways of creating a sense of urgency. This class is for students interested in the impacts global change and in seeking new and innovative ways to communicate it. The course will be co-taught by faculty from the School of Earth, Energy and Environmental Sciences and the d.school. Apply by September 8. You can read more about the course and apply here: https://dschool.stanford.edu/classes/design-for-a-habitable-planet. Applicants will be selected to ensure a diversity of backgrounds. Course will be limited to 16 participants. Meeting times: Tue: 4:30 to 5:50 beginning 10/24, Saturday 10/28 All day field trip.

Explore the history and natural science of three national parks proximal to Stanford. Under the guidance of instructors, students will work in teams to learn about chosen aspects of these parks, develop dynamic self-guided tours for public consumption, and implement (and publish) these tours using the XibitEd app for iPhones. Students will learn how to present their findings to a general, non-scientific audience, delineate physical locations at which storytelling will take place through the XibitEd system, and create and configure the content for the system. The course will culminate in the publishing of the experiential learning tours, as well as a weekend-long field trip to the Pinnacles National Park

A weekend field trip along the Pacific Coast. Tour local beaches, geology, and landforms with expert guides from the School of Earth, Energy & Environmental Sciences. Enjoy a BBQ dinner and stay overnight in tents along the Santa Cruz coast. Get to know faculty and graduate students in Stanford Earth. Requirements: Two campus meetings and weekend field trip (Spring Quarter: section 01, April 7-8 OR section 02, April 14-15) to Pacific Coast. Enrollment limited to 25. Freshman have priority. If you are interested in signing up for the course, complete this form: https://goo.gl/forms/ZrhaOfOhRvZ9tekB2. The form will open February 11, 2018.

Active faulting and erosion in the Bay Area, and its effects upon landscapes. Earth science concepts and skills through investigation of the valley, mountain, and coastal areas around Stanford. Faulting associated with the San Andreas Fault, coastal processes along the San Mateo coast, uplift of the mountains by plate tectonic processes, and landsliding in urban and mountainous areas. Field excursions; student projects.

For undergraduates planning to conduct research during the summer with faculty in the School of Earth, Energy & EnvironmentaL Sciences. Readings, oral presentations, proposal development. May be repeated for credit.

Explore the history and natural science of three national parks proximal to Stanford. Under the guidance of instructors, students will work in teams to learn about chosen aspects of these parks, develop dynamic self-guided tours for public consumption, and implement (and publish) these tours using the XibitEd app for iPhones. Students will learn how to present their findings to a general, non-scientific audience, delineate physical locations at which storytelling will take place through the XibitEd system, and create and configure the content for the system. The course will culminate in the publishing of the experiential learning tours, as well as a weekend-long field trip to the Pinnacles National Park

Progression from volcanic processes through rock weathering and soil-ecosystem development to landscape evolution. The course starts with an investigation of volcanic processes, including the volcano structure, origin of magmas, physical-chemical factors of eruptions. Factors controlling rock weathering and soil development, including depth and nutrient levels impacting plant ecosystems, are explored next. Geomorphic processes of landscape evolution including erosion rates, tectonic/volcanic activity, and hillslope stability conclude the course. Methods for monitoring and predicting eruptions, defining spatial changes in landform, landform stability, soil production rates, and measuring biogeochemical processes are covered throughout the course. This course is restricted to students accepted into the Earth Systems of Hawaii Program.

Stanford's graduate students are a trove of knowledge -- and, just as important, curiosity -- about environmental sustainability. This seminar will feature talks by graduate students that explore the biggest, most bedeviling questions about environmental sustainability locally and around the world. The course will be structured as follows: every other week, we will hear hour-long graduate student talks about sustainability questions and their research, and on the off weeks, we will discuss the unanswered, debatable questions that relate to the previous week's talk.

Stanford's graduate students are a trove of knowledge -- and, just as important, curiosity -- about environmental sustainability. This seminar will feature talks by graduate students that explore the biggest, most bedeviling questions about environmental sustainability locally and around the world. The course will be structured as follows: every other week, we will hear hour-long graduate student talks about sustainability questions and their research, and on the off weeks, we will discuss the unanswered, debatable questions that relate to the previous week's talk.

Stanford's graduate students are a trove of knowledge -- and, just as important, curiosity -- about environmental sustainability. This seminar will feature talks by graduate students that explore the biggest, most bedeviling questions about environmental sustainability locally and around the world. The course will be structured as follows: every other week, we will hear hour-long graduate student talks about sustainability questions and their research, and on the off weeks, we will discuss the unanswered, debatable questions that relate to the previous week's talk.

Interactive, seminar-style sessions expose students to diverse career pathways in sustainability. Professionals from a variety of careers discuss their work, their career development and decision-points in their career pathways, as well as life style aspects of their choices.

Field seminar. Three class meetings during Winter quarter followed by a 6-day field trip over Spring Break to Mojave Desert, Death Valley, and Owens Valley. See stunning desert and mountain scenery, and examine geology that includes active faults, recent volcanoes, hot springs, ore deposits, rocks that have been stretched and melted deep in the earth's crust, peaks carved by glaciers, vast ancient lakebeds that are now huge salt flats, shifting fields of sand dunes, and desert flora and fauna. Involves camping and some hiking. Enrollment limited to 25 students; preference given to freshmen and sophomores; additionally graduate students in the School of Earth, Energy & Environmental Sciences. Students interested in signing up for the course must complete this form: http://web.stanford.edu/~aferree/GS183.fb

Four- to seven-day field trips to locations of geologic and environmental interest. Includes trips offered during Thanksgiving and Spring breaks. May be repeated for credit. The Winter 2018 trip is March 24-29, 2018 in Owens Valley and Death Valley. If you are interested in participating in this course, complete this form: https://goo.gl/forms/1DFmnIfc7EY7bPug1.

Multi-day field trip that combines exploration of regional geology, ecology, and environmental history with guided drawing exercises in the Eastern Sierra Nevada of California. We¿ll visit several sites of geologic and environmental interest, discuss their formation and significance, and use drawing as tool for close observation. Students will gain an understanding of the natural processes shaping California, acquire new skills and techniques for artistic expression, and gain an appreciation for how scientific and aesthetic perspectives complement and enhance one another in the study of nature. No previous scientific or artistic experience is required. Preference for freshmen and sophomores. If you are interested in signing up for the course, complete this pre-registration form: https://stanforduniversity.qualtrics.com/SE/?SID=SV_9RF2rDopROzwOxf

Basic usage of the Python and C/C++ programming languages are introduced and used to solve representative computational problems from various science and engineering disciplines. Software design principles including time and space complexity analysis, data structures, object-oriented design, decomposition, encapsulation, and modularity are emphasized. Usage of campus wide Linux compute resources: login, file system navigation, editing files, compiling and linking, file transfer, etc. Versioning and revision control, software build utilities, and the LaTeX typesetting software are introduced and used to help complete programming assignments. Prerequisite: introductory programming course equivalent to CS 106A or instructor consent.

This course introduces software design and development in modern Fortran. Course covers the functional, object-oriented-, and parallel programming features introduced in the Fortran 95, 2003, and 2008 standards, respectively, in the context of numerical approximations to ordinary and partial differential equations; introduces object-oriented design and design schematics based on the Unified Modeling Language (UML) structure, behavior, and interaction diagrams; cover the basic use of several open-source tools for software building, testing, documentation generation, and revision control. Recommended: Familiarity with programming in Fortran 90, basic numerical analysis and linear algebra, or instructor approval

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; students should enroll on Axess and complete the application on Canvas before March 18. Note: there is a class fee of $130 for access to case files and readings.

This workshop series introduces the basics of teaching, working, and living in the field with students, from first aid to university policies to pedagogy. We will discuss skills and techniques necessary to keep students safe, to maximize their learning outcomes, and to promote best practices for field teaching, particularly within the natural sciences. We will meet in the evening (5-7pm) on 4/11, 4/25, 5/9, 5/23, and 6/6. Location TBD. This workshop can be taken for 1 credit. Open to all Gradstudents.

Weekly lectures focusing on high-performance computing in geoscientific research by experts from academia, national laboratories, industry, and doctoral students. May be repeated for credit.

Independent research for graduate student projects.

Curricular Practical Training