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111 - 120 of 222 results for: CARDCOURSES::* ; Currently searching offered courses. You can also include unoffered courses

FEMGEN 99: Seeds of Change

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.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit

FEMGEN 108: Internship in Feminist Studies

Supervised field, community, or lab experience in law offices, medical research and labs, social service agencies, legislative and other public offices, or local and national organizations that address issues related to gender and/or sexuality. One unit represents approximately three hours work per week. Required paper. May be repeated for credit. Service Learning Course (certified by Haas Center). Feminist, Gender, and Sexuality Majors may not receive 108 credit for their required practicum, as they are to sign up for FEMGEN 104 A & B instead. Prerequisites: Course work in Feminist, Gender, and Sexuality Studies, written proposal and application form submitted for approval by program office, written consent of faculty sponsor. Course may be taken 3 times total, for a max of 15 units.
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable for credit | Grading: Satisfactory/No Credit

FEMGEN 138: Men's Violence Against Women in Literature: A Critical and Social Analysis (FEMGEN 238)

Literature, as a social and cultural product of its time, can inform and deepen our understanding of oppression. Using literature as a vehicle, this course will explore the impact of and responses to men's violence against women. Students will critically assess how the author has portrayed the topic of sexual assault and relationship abuse, how the characters and/or author exhibits victim blaming, and, if the characters were living today, would current policies adequately hold the perpetrator responsible, provide safety and justice for the survivor, and challenge rape culture. In dialogue with theoretical texts, we will analyze the literary representations of patriarchy that inform societal acceptance of gender-based violence, identify the historical prevalence of victim blaming and impunity in these works, and assess the implications on policy making at the individual, community and political level. Students will critically examine literature including Shakespeare's Taming of the Shrew, Thomas Hardy's Tess of the D'Ubervilles, Zora Neale Hurston's Their Eyes Were Watching God, Louise Erdrich's The Round House and Joyce Carol Oates' We Were the Mulvaneys. There is an optional service-learning component.
Terms: Aut | Units: 3-5 | UG Reqs: GER:EC-Gender, WAY-ED, WAY-SI | Grading: Letter (ABCD/NP)

FEMGEN 157P: Solidarity and Racial Justice (AFRICAAM 157P, AMSTUD 157P, CSRE 157P)

Is multiracial solidarity necessary to overcome oppression that disproportionately affects certain communities of color? What is frontline leadership and what role should people play if they are not part of frontline communities? In this course we will critically examine practices of solidarity and allyship in movements for collective liberation. Through analysis of historical and contemporary movements, as well as participation in movement work, we will see how movements have built multiracial solidarity to address issues that are important to the liberation of all. We will also see how racial justice intersects with other identities and issues. This course is for students that want to learn how to practice solidarity, whether to be better allies or to work more effectively with allies. There will be a community engaged learning option for this course. Students who choose to participate in this option will either work with Stanford's DGen Office or a community organization that is explicitly devoted to multiracial movement-building.
Terms: Win | Units: 4-5 | Grading: Letter or Credit/No Credit

FEMGEN 238: Men's Violence Against Women in Literature: A Critical and Social Analysis (FEMGEN 138)

Literature, as a social and cultural product of its time, can inform and deepen our understanding of oppression. Using literature as a vehicle, this course will explore the impact of and responses to men's violence against women. Students will critically assess how the author has portrayed the topic of sexual assault and relationship abuse, how the characters and/or author exhibits victim blaming, and, if the characters were living today, would current policies adequately hold the perpetrator responsible, provide safety and justice for the survivor, and challenge rape culture. In dialogue with theoretical texts, we will analyze the literary representations of patriarchy that inform societal acceptance of gender-based violence, identify the historical prevalence of victim blaming and impunity in these works, and assess the implications on policy making at the individual, community and political level. Students will critically examine literature including Shakespeare's Taming of the Shrew, Thomas Hardy's Tess of the D'Ubervilles, Zora Neale Hurston's Their Eyes Were Watching God, Louise Erdrich's The Round House and Joyce Carol Oates' We Were the Mulvaneys. There is an optional service-learning component.
Terms: Aut | Units: 3-5 | Grading: Letter (ABCD/NP)
Instructors: Baran, N. (PI)

FRENLANG 10SC: French Immersion: France in Evolution

Are you interested in all things French? Do you want to learn about the issues that France is facing today? Then the course French Immersion: France in Evolution is perfect for you! In this course, we will discuss a variety of current social, political, and cultural issues that arose in the wake of the last French presidential elections. You will have the opportunity to explore the recent changes in French political parties and economic policy, the country's key role in the European Union, and its attempts to adapt to a variety of technological, educational, and linguistic challenges. We will also look at France's continued importance as a leader in the production of art, cuisine, cinema, and literature. You will read a variety of recent articles and short fictional texts, and work with films, news videos, and songs. During this course, you will improve your linguistic proficiency through intensive interaction with your classmates both within and outside of the classroom. The course will also include several organized off-campus student outings, guest speakers, and many other French themed activities. Immerse yourself in the French language and culture through an intense but rewarding program!
Terms: Sum | Units: 2 | Grading: Letter or Credit/No Credit

FRENLANG 23C: Second-Year French: Cultural Emphasis, Third Quarter

Continuation of FRENLANG 22C. Sequence integrating culture and language. Emphasis is on advanced proficiency in oral and written discourse including presentational language and socio culturally appropriate discourse in formal and informal, academic, and professional contexts. Prerequisite: placement Test, FRENLANG 22C.
Terms: Aut, Win, Spr | Units: 4 | Grading: Letter or Credit/No Credit

GEOPHYS 118X: Disasters, Decisions, Development in Sustainable Urban Systems (ESS 118, ESS 218, GEOPHYS 218X, GS 118, GS 218, POLISCI 224A, PUBLPOL 118)

CEE 224X of the CEE 224XYZ SUS Project series is joining forces with D3: Disasters, Decisions, Development to offer D3+SUS, which will connect principles of sustainable urban systems with the challenge of increasing resilience in the San Francisco Bay Area. The project-based learning course is designed to align with the Resilient By Design | Bay Area Challenge ( http://www.resilientbayarea.org/); students will learn the basic concepts of resilience and tools of risk analysis while applying those mindsets and toolsets to a collective research product delivered to the RBD community. Students who take D3+SUS are encouraged to continue on to CEE 224Y and CEE 224Z, in which teams will be paired with local partners and will develop interventions to improve the resilience of local communities. For more information, visit http://sus.stanford.edu/courses.
Terms: Aut | Units: 3-5 | Grading: Letter (ABCD/NP)

GEOPHYS 118Y: Sustainable Urban Systems Project (CEE 124Y, CEE 224Y, GEOPHYS 218Y)

Sustainable Urban Systems (SUS) Project is a project-based learning experience being piloted for an upcoming new SUS M.S. Program within CEE. 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 throughout the academic year and may span multiple quarters. Students are expected to interact with professionals and community stakeholders, conduct independent team work outside of class sessions, and submit deliverables over a series of milestones. To view project descriptions and apply, visit http://sus.stanford.edu/courses/.
Terms: Win | Units: 1-5 | Grading: Letter or Credit/No Credit

GEOPHYS 218X: Disasters, Decisions, Development in Sustainable Urban Systems (ESS 118, ESS 218, GEOPHYS 118X, GS 118, GS 218, POLISCI 224A, PUBLPOL 118)

CEE 224X of the CEE 224XYZ SUS Project series is joining forces with D3: Disasters, Decisions, Development to offer D3+SUS, which will connect principles of sustainable urban systems with the challenge of increasing resilience in the San Francisco Bay Area. The project-based learning course is designed to align with the Resilient By Design | Bay Area Challenge ( http://www.resilientbayarea.org/); students will learn the basic concepts of resilience and tools of risk analysis while applying those mindsets and toolsets to a collective research product delivered to the RBD community. Students who take D3+SUS are encouraged to continue on to CEE 224Y and CEE 224Z, in which teams will be paired with local partners and will develop interventions to improve the resilience of local communities. For more information, visit http://sus.stanford.edu/courses.
Terms: Aut | Units: 3-5 | Grading: Letter (ABCD/NP)
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