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Wouldn¿t it be great if you could quickly increase your Spanish proficiency through an intensive immersion experience right here at Stanford? Wouldn¿t you love to gain the cultural and historical knowledge necessary to begin taking film, literature, and culture courses generally reserved for advanced students? This intensive Spanish immersion course is designed to help students who have completed a year of Spanish to move forward quickly toward greater linguistic and cultural competence.nnAfter a year of Spanish, students tend to be able to handle straightforward interactions related to basic needs and personal information, but they generally lack the ability to handle more abstract discussions or to combine short utterances into longer presentations of their ideas. Most students likewise have little knowledge of the rich and complex history that surrounds the Spanish language or the central role that Spanish has played in the cultural, artistic, and political life of California. nnIn this course, a team of experienced instructors will help students improve their Spanish through intensive lessons that incorporate film, literature, and social issues. Through a focused discussion of the themes of immigration and democracy in Latin America, Spain, and the United States, as well as excursions and guest lectures by Stanford faculty and community leaders, this course will immerse students in Spanish and help them to gain advanced proficiency much more quickly. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

Trigger Warning: Over the past two years, the issue of campus sexual assault has exploded into the public discourse. While definitive figures are difficult to obtain due to the necessarily private nature of these events, several recent studies estimate that between 20-25% of college women experience sexual assault. Survivors have come forward across the country with harrowing stories of assault followed by an insensitive or indifferent response from college administrators, launching one of the most successful, and surprising, social movements in recent memory. As a result, the federal government has stepped up its civil rights enforcement in this area, with 94 colleges and universities currently under investigation for allegedly mishandling student sexual assault complaints. This courses focuses on the legal, policy, and political issues surrounding sexual assault on college campuses. We will spend the first week of the course learning some background about sexual violence and the efforts to implement legal protections for women. We will study the basic legal frameworks governing campus assault, focusing on the relevant federal laws such as Title IX and the Clery Act. Starting the second week we will travel first to New York City, and then to Washington D.C., where we will meet with journalists, activists, experts, policymakers, elected officials, and others who are actively involved in shaping the national response to this issue. Confirmed guests speakers include New York Times reporter Emily Bazelon; Catherine Lhamon, the Assistant Secretary of Education for Civil Rights; and the Office of Senator Kristin Gillibrand (D.N.Y.). On our return to campus students will create and present final projects. Travel expenses to NYC and DC (except incidentals) are provided by Sophomore College. Students are expected to do all readings, and participate in all class sessions, meals, field trips, films, and discussions. Requirements include three short papers, preparing and helping to lead discussions with outside speakers, and the development and presentation of a final group-designed project which can include a multi-media or artistic component. The subject matter of this course is sensitive and students are expected to treat the material with maturity. Moreover, much of the reading and subject matter may be upsetting and/or triggering for students who identify as survivors. There is no therapeutic component for this course, although supportive campus resources and Title IX staff are available for those who need them. Please consider this prior to enrolling in the course. For more info see: http://www.nytimes.com/roomfordebate/2014/12/12/justice-and-fairness-in-campus-rape-cases/transparency-and-sensitivity-work-together-to-stop-campus-rape. Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu.

This course focuses on the HIV epidemic, contrasting the origin and spread of HIV and AIDS in Africa and the emergence of HIV in the U.S., in particular the history of HIV in San Francisco and the Bay Area. We will meet the people and visit the institutions which played key roles in the Public Health prevention, care, and treatment of HIV in San Francisco and consider the impact of HIV globally in our thinking about epidemic disease and the international responses to HIV. This will include key locations in the City, including the AIDS Grove, San Francisco General Hospital, the San Francisco Department of Public Health, the Castro, and local AIDS service organizations. Students will also hear from patients, physicians, and activists who are living with AIDS. We will also meet with scientists at UCSF, Stanford, and local pharmaceutical companies who are at the forefront of new prevention, therapeutic, and diagnostic research. By examining the relationship between the emergence of Gay activism and AIDS in California and New York and the pandemic in Southern Africa, the course will emphasize the multi-disciplinary and multi-sector approach to epidemic infectious disease. How sis physicians, patients, epidemiologists, pharmaceutical companies, and policymakers develop effective responses to the AIDS epidemic ? What are we learning from Africa and what can Africa learn from us about how communities react to deadly threats from infectious disease.nnnAIDS experts from the Stanford community and Africa are invited to share their perspectives with us. In preparation for the seminar, you will be required to read And the Band Played On and Barnett and Whiteside's AIDS in the Twenty-First Century and selected scientific articles. As part of a group, you will also develop an AIDS-related project of your choice which you will present on the last day of class.

Focuses on applying design-thinking methodology to identify barriers that limit compliance with evidence-based recommendations for disease prevention, and create a new process in which health workers and patients employ a disease ¿prevention by design¿ approach that more effectively reduces risk-behaviors and promotes adoption of a healthy lifestyle. Students learn about the nature of chronic disease, discuss the challenges of prevention given the complexity of chronic disease, and use case studies to empirically investigate the very people who will use the prevention programs. Students create a Human-Centered Design Program that complements approaches currently being used for disease prevention and makes a critically important addition by focusing on the unique needs, context, goals, desires, strengths and limitations of the end-user. Class structure includes presentations, guest speakers, discussion, and design sessions. Includes field trips for application of knowledge. The final week focses on an integrated plan for ¿prevention by design¿.

Our understanding of warfare often derives from the lofty perspective of political leaders and generals: what were their objectives and what strategies were developed to meet them? This top-down perspective slights the experience of the actual combatants and non-combatants caught in the crossfire. This course focuses on the complexity of the process by which strategy is translated into tactical decisions by the officers and foot soldiers on the field of battle. We will focus on three battles in American history: Gettysburg (July 1863), the Battle of Little Bighorn (June 1876), and the Korengal Valley campaign in Afghanistan (2006-2010). In addition to reading major works on these battles and the conflicts in which they occurred, we will travel to Gettysburg, Pennsylvania, and the Little Bighorn battlefield in Montana. While at Stanford, students will conduct extensive research on individual participants at Gettysburg and Little Bighorn. When we walk through the battlefield sites, students will brief the group on their subjects' experience of battle and on why they made the decisions they did during the conflict. Why did Lt. General Longstreet oppose the Confederate attack on the Union Army at Gettysburg? What was the experience of a military surgeon on a Civil War battlefield? Why did Custer divide his 7th Cavalry troops as they approached the Little Bighorn River? What was the role of Lakota Sioux women after a battle? Travel will be provided and paid by Sophomore College (except incidentals) and is made possible by the support of the Center for International Security and Cooperation (CISAC). The final part of the class covers contemporary military conflicts discussing what the US public, political leaders, and military commanders have learned (and not learned) from the past. The course is open to students from a range of disciplines; an interest in the topic is the only prerequisite.

The technical, social, and political issues surrounding energy management and use in the West, using California, Nevada, and Arizona as a field laboratory. Students explore energy narratives, such as: Who supplies our energy and from what sources? How is it transported? Who distributes to users and how do they do it? Water for energy and energy for water, two intertwined natural resources. Meeting carbon emission goals by 2020. Conflicts between desert ecosystems and renewable energy development. Emphasis on renewable energy sources and the water-energy nexus. Central to the course is field exploration in northern and southern California, as well as neighboring areas in Arizona and Nevada, to tour sites such as wind and solar facilities, geothermal plants, hydropower pumped storage, desalination plants, water pumping stations, a liquid fuels distribution operations center, and California's Independent System Operator. Students meet with community members and with national, state, and regional authorities to discuss Western energy challenges and viable solutions. Site visits to Stanford's new energy facilities. Introduction to the basics of energy and energy politics through discussions, lectures, and with the help of guest speakers. Assigned readings, online interactive materials, and relevant recent news articles. Participants return to Stanford by September 19. Travel expenses during the course provided (except incidentals) by the Bill Lane Center for the American West and Sophomore College.

Who doesn't love going to a play: sitting in the darkened theater, an anonymous member of the audience waiting to be entertained, charmed, and challenged? But how many of us know enough about the details of the plays, their interpretation, their production, and acting itself, to allow us to appreciate fully the theatrical experience? In this seminar, we will spend 13 days in Ashland, Oregon, at the Oregon Shakespeare Festival (OSF), where we will attend these plays: Shakespeare's Much Ado About Nothing, Pericles, and Antony and Cleopatra; the U.S. premiere of Stan Lai's Secret Love in Peach Blossom Land; Frank Loesser's Guys and Dolls; the world premiere of Lynn Nottage's ,Sweat; Quiara Alegría Hudes' The Happiest Song Plays Last; Charles Fechter's adaptation of Alexandre Dumas' The Count of Monte Cristo; Eugene O'Neill's Long Days Journey into Night; and the world premiere of Jeff Whitty's Head Over Heels. (To read more about these productions, go to www.osfashland.org). We will also spend time backstage, meeting with actors, designers, and artistic and administrative directors of OSF. Students will read the plays before the seminar begins. In Ashland, they will produce staged readings and design a final paper based on one of the productions. These reviews will be delivered to the group and turned in on Thursday, September 17. Note: This seminar will convene in Ashland on Monday, August 31, and will adjourn to Stanford on Sunday, September 13. Students must arrive in Ashland by 4:00 p.m. on August 31. Room and board in Ashland and transportation to Stanford will be provided and paid for by the program. Sophomore College Course: Application required, due noon, April 7, 2015. Apply at http://soco.stanford.edu