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DESIGN 187N: How to Shoot for the Moon (AA 107N)

The new space industry has the potential to impact and sustain life on Earth and beyond. For example, emerging space technology can shape the way we design habitats, food, and spacecraft for low-Earth orbit or the Lunar surface, as well as the products we use here on Earth. However, this requires us to take a deeper look at the potential influence on humanity and pushes us to declare our life mission as a lens for what we engineer. The aim of this IntroSem is to help undergraduate students "shoot for the moon" and "declare their mission" via an integration of curriculum from aerospace engineering and human-centered design. In this 10-week course, students will engage with some of life's hardest questions: Who are you?; Why are you here (i.e., on Earth and at Stanford)?; What do you want?; and How will you get there (i.e., Mars or your dream job after Stanford)? In addition, students will pitch new space-related, human-centered technology to potential stakeholders. To give students exposure to actual careers in aerospace design and engineering, mentors from industry will be invited to engage with students throughout the course and provide feedback on design projects. Are you go for launch?
Terms: Spr | Units: 3

DESIGN 283Q: Tinkering with Inequity in Emerging Tech

A historically-informed and multidisciplinary approach to designing emerging technologies like AI, the metaverse, NFTs, IOT, and the systems in which they exist to be equitable.Throughout history, innovations in science and technology, while bold and visionary, have often resulted in catastrophic consequences for Indigenuous, Black, immigrant and other historically oppressed communities, and the environment. Today's emerging technologies, which span everything from deep fakes to self-driving vehicles, have incredible capabilities, and at the same time are plagued with algorithmic bias and lack accountability. What can we learn from our precarious past that we are not learning today, but need to? This class welcomes the curious and the creative, from interdisciplinary fields including design, computer science, art, history, political science, ethics, feminist and gender studies and professionals of diverse backgrounds. Through a variety of hands-on design projects including historical excavations, speculative fiction and world building, students will learn how to create prototypes of emerging technologies and evaluate their implications on diverse communities, the environment, and our past and future selves.
Terms: Win | Units: 3
Instructors: Mogos, A. (PI)

DLCL 122Q: Technologies of Handwriting: History, Theory, Practice (ENGLISH 10Q)

Handwriting has a long history and significance. Think about Toni Morrison's diaries; a note by Einstein; a Laozi manuscript from the second century; Elizabeth I's poems; hieroglyphic laws; an electronic signature; a postcard from a friend. This course will investigate the history of handwriting, focusing on the importance of the technology and its digital aspects. We shall consider the training and physical efforts of scribes, and the transmission of knowledge, including that of traditionally oral cultures. We'll look at the development of western scripts, gain insight about materials and tools (from animal skin to reed pens) and learn calligraphy from an expert modern scribe, the better to understand the skill and aesthetic of this most everyday of technologies that, I shall argue, will outlive all others
Terms: Aut | Units: 3-5 | UG Reqs: WAY-A-II
Instructors: Treharne, E. (PI)

EARTHSYS 36N: Life at the Extremes: From the Deep Sea to Deep Space

Preference to freshmen. Microbial life is diverse and resilient on Earth; could it survive elsewhere in our solar system? This seminar will investigate the diversity of microbial life on earth, with an emphasis on extremophiles, and consider the potential for microbial life to exist and persist in extraterrestrial locales. Topics include microbial phylogenetic and physiological diversity, biochemical adaptations of extremophiles, ecology of extreme habitats, and apparent requirements and limits of life. Format includes lectures, discussions, lab-based activities and local field trips. Basics of microbiology, biochemistry, and astrobiology.
Terms: Win | Units: 3 | UG Reqs: WAY-SMA
Instructors: Dekas, A. (PI)

EARTHSYS 37Q: Food Justice Now! Power and Politics in the Ways We Eat (CSRE 37Q, SOC 37Q)

Where does the food you eat come from? How does it get to your plate? Where does it go when you don't finish it? And why are those particular items on your plate in the first place? How and what we eat is a vastly overlooked part of everyday life, and yet comes with huge personal, societal, and environmental effects, both positive and (quite often) negative. But this isn't indicative of personal moral failings or ignorance - rather, the food system was designed this way. And it leaves many of us without choice or consent around what we put into our bodies and how our actions impact those around us, thereby exacerbating social and health inequities. This class will uncover the secret workings of the global food system and introduce students to movements and efforts towards creating a more just food future for all. We will center on the concept of 'food justice,' which includes all ideas and practices that strive to eliminate exploitation and oppression within and beyond the food system. more »
Where does the food you eat come from? How does it get to your plate? Where does it go when you don't finish it? And why are those particular items on your plate in the first place? How and what we eat is a vastly overlooked part of everyday life, and yet comes with huge personal, societal, and environmental effects, both positive and (quite often) negative. But this isn't indicative of personal moral failings or ignorance - rather, the food system was designed this way. And it leaves many of us without choice or consent around what we put into our bodies and how our actions impact those around us, thereby exacerbating social and health inequities. This class will uncover the secret workings of the global food system and introduce students to movements and efforts towards creating a more just food future for all. We will center on the concept of 'food justice,' which includes all ideas and practices that strive to eliminate exploitation and oppression within and beyond the food system. This trajectory will take us through understandings of economic, political, cultural, social, and ecological life, both now and in the past, providing students with a unique opportunity to gain interdisciplinary knowledge of food systems. For instance, we will learn about how historical and modern-day activists and scholars draw on movements for economic, gender, racial, climate, and environmental justice, and explore the possibilities for both reformative and transformative food politics. Finally, because food production, consumption, and activism are all highly tangible practices, the class will engage in field trips to the Stanford O'Donohue Family Farm, Stanford Food Institute's Teaching Kitchen, and a local Bay Area farm to get hands-on experience with what it means to eat more ethically.
Terms: Aut | Units: 3 | UG Reqs: WAY-EDP, WAY-SI
Instructors: Ramirez, B. (PI)

EARTHSYS 38N: The Worst Journey in the World: The Science, Literature, and History of Polar Exploration (EPS 38N, ESS 38N)

(Formerly GEOLSCI 38N) This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500s for the Arctic and the 1700s for the Antarctic. Materials include The Worst Journey in the World by Aspley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. Optional field trip into the high Sierra in March. Change of Department Name: Earth and Planetary Science (Formerly Geologic Sciences).
Terms: Aut | Units: 3 | UG Reqs: GER: DB-NatSci

EARTHSYS 46N: Exploring the Critical Interface between the Land and Monterey Bay: Elkhorn Slough (ESS 46N)

Preference to freshmen. Field trips to sites in the Elkhorn Slough, a small agriculturally impacted estuary that opens into Monterey Bay, a model ecosystem for understanding the complexity of estuaries, and one of California's last remaining coastal wetlands. Readings include Jane Caffrey's "Changes in a California Estuary: A Profile of Elkhorn Slough". Basics of biogeochemistry, microbiology, oceanography, ecology, pollution, and environmental management.
Terms: Spr | Units: 3 | UG Reqs: WAY-SMA
Instructors: Francis, C. (PI)

ECON 25N: Public Policy and Personal Finance (PUBLPOL 55N)

The seminar will provide an introduction and discussion of the impact of public policy on personal finance. Voters regularly rate the economy as one of the most important factors shaping their political views and most of those opinions are focused on their individual bottom lines. In this course we will discuss the rationale for different public policies and how they affect personal financial situations. We will explore personal finance issues such as taxes, loans, charity, insurance, and pensions. Using the context of (hypothetical) personal finance positions, we will discuss the public policy implications of various proposals and how they affect different groups of people, for example: the implications of differential tax rates for different types of income, the promotion of home ownership in the U.S., and policies to care for our aging population. While economic policy will be the focus of much of the course, we will also examine some of the implications of social policies on personal finance as well. There will be weekly readings and several short policy-related writing assignments.
Terms: Aut | Units: 3 | UG Reqs: WAY-SI
Instructors: Rosston, G. (PI)

EDUC 115N: How to Learn Mathematics

What is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms, including a focus on equity. We will spend time investigating cases of teaching and learning, through watching videos and visiting schools. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. If you have had bad math experiences and would like to understand them - and put them behind you - this seminar will be particularly good for you. The final project for this class will involve developing a case of one or more math learners, investigating their journeys in the world of math.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI
Instructors: Boaler, J. (PI)

EDUC 152N: Improving Inclusive Higher Education: Students with Down Syndrome at Stanford?

This course is designed to deepen knowledge related to including individuals with intellectual and developmental disabilities (IDD), including Down syndrome (DS), in college settings and to research model post-secondary programs. Students will conduct a project investigating one model post-secondary program at an institute of higher education. We will complete the quarter by authoring a white paper for Stanford leadership that outlines next steps for establishing a world-class post-secondary program that will enhance the lives of individuals with DS and IDD.
Terms: Aut | Units: 3 | UG Reqs: WAY-EDP, WAY-SI
Instructors: Lemons, C. (PI)
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