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31 - 40 of 46 results for: CARDCOURSES::educ ; 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 6 times (up to 6 units total)

HUMBIO 26: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, EPI 235, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

LAW 809D: Policy Practicum: "What's Next? After Students for Fair Admissions"

Policy Client: Stanford Center for Racial Justice, https://law.stanford.edu/stanford-center-for-racial-justice/. The Supreme Court's decision in Students for Fair Admissions has upended nearly a half century of precedent. Universities that had long relied on race-based affirmative action in their admissions policies will no longer be permitted to do so. This policy lab will take up the question with which universities across the country must now grapple: What next? The orientation of the lab will be forward-looking and inclined toward innovation. New principles. New goals. New ideas. Rather than merely try to accomplish indirectly what the Supreme Court has prohibited universities from doing overtly, the practicum aims to treat the Supreme Court's prohibition of race-based affirmative action as an opportunity to reconsider more broadly the goals of selective college admissions and the ways in which America's leading educational institutions may reform admissions and associated practic more »
Policy Client: Stanford Center for Racial Justice, https://law.stanford.edu/stanford-center-for-racial-justice/. The Supreme Court's decision in Students for Fair Admissions has upended nearly a half century of precedent. Universities that had long relied on race-based affirmative action in their admissions policies will no longer be permitted to do so. This policy lab will take up the question with which universities across the country must now grapple: What next? The orientation of the lab will be forward-looking and inclined toward innovation. New principles. New goals. New ideas. Rather than merely try to accomplish indirectly what the Supreme Court has prohibited universities from doing overtly, the practicum aims to treat the Supreme Court's prohibition of race-based affirmative action as an opportunity to reconsider more broadly the goals of selective college admissions and the ways in which America's leading educational institutions may reform admissions and associated practices in order to improve higher education broadly. Advanced education is crucially important both to national well-being and to racial justice. There is no path to racial justice that does not entail an educational system that works better for people of all backgrounds. The recent Supreme Court decisions regarding race preferences in admissions, and also student loan forgiveness, create an uncommon opportunity to fairly radically rethink how universities make good on their implicit bargain with the American people: to receive public patronage in exchange for enhancing educational opportunity and social mobility. Two understandings of the issues inform the scope of work. One is that race-based affirmative action is far from the only aspect of university activity that has been or will be subject to criticism. Thus, we will not limit our focus to the one practice the Supreme Court has already prohibited. Rather, the entire array of marketing, recruitment, admissions and outreach practices and principles should be up for re-examination. The other important point to understand is that a school's admissions practices are connected to broader questions about the role of prestigious colleges and universities in American society. Only through engaging those broader questions can one think clearly about the normative aims that selective colleges and universities should seek to further, through admissions, financial aid and otherwise. In considering the issues, the lab will squarely confront a salient feature of American higher education that has received too little attention: the extraordinary stratification of American colleges and universities. The institutions at the apex of the hierarchy are the envy of the world; they are wealthier, more influential, and more sought after than ever before in our history. Yet, they educate a minuscule percentage of all students, most of whom struggle at less well-resourced institutions, which themselves struggle financially among other operational and educational challenges. The lab will consider the extent to which this extreme stratification is incompatible with the educational needs of our nation and will explore and develop strategies to counter it. The work product of the lab will be a guidance document for universities, policymakers, and stakeholders across the country that serves as a road map for how to promote learning and advance racial justice after Students for Fair Admissions. The report will synthesize and evaluate the most successful higher education reforms and offer robust analysis, innovative policy development and recommendations for how to forge better systems of learning for all students. Accomplishing this goal will require the participants in the lab to understand and assess a wide array of issues concerning the structure and goals of higher education, and to take arguments that emanate from conservatives as seriously as those that emanate from liberals. Students in this policy lab will research, identify, and design strategies and policy solutions to entrenched racial inequities within our higher education system, particularly at our most elite universities. Students will take a multidisciplinary approach to problem solving in the lab, researching and interacting with a wide range of experts and relevant fields, including but not limited to government, law, business, education, psychology, sociology, health, and technology. This class is open to Stanford Law School students, and available for cross-registration for undergraduate and graduate students from across campus. We highly encourage students from outside the Law School to apply, particularly students from the Graduate School of Education, the Graduate School of Business, and those interested in developing their design-thinking skills. Students will be working together in small teams. Grading will be based on presentations, class participation, group work, and written assignments, including a final paper. The long-term client for this policy lab is the Stanford Center for Racial Justice. Please note this lab is a fall quarter 3-unit commitment with the option for a winter quarter extension. The winter quarter extension is a variable 1-3 units. For winter term, this policy practicum is open only to students who are continuing in the project from the fall term. CONSENT APPLICATION: To apply for this course, students must complete a Consent Application Form available at SLS Registrar https://registrar.law.stanford.edu/. Additionally, students must submit a resume, transcript, and brief policy exercise via email to Dionna Rangel at drangel@ law.stanford.edu. Applications are due by Sunday, September 17 at 11:59 pm. Directions for the policy exercise are below. POLICY EXERCISE: You are a senior advisor to the president of a small university that has relied on using race as a factor in their admissions process. The president has expressed major concerns about the implications for the school after the Supreme Court's decision to strike down affirmative action in Students for Fair Admissions. They have asked you to draft a policy memo to help them navigate the uncertainty brought on by this landmark decision, specifically: 1. Briefly summarize Students for Fair Admissions, including what the decision says is prohibited and what is permitted. 2. Identify potential avenues for the university to respond to the decision that might be worthy of further investigation, including innovative policy ideas and reforms but also anything the administration should be thinking about more broadly as a higher education institution. 3. Include a short bibliography of select readings that can help the president stay informed about the issues, ideas, and responses post-affirmative action. The memo should be no longer than two pages, single-spaced, and use 12-point font. SKILLS TRAINING: Students who enroll in a Law and Policy Lab practicum for the first time are asked to participate in the full-day methods boot camp typically held on the first Saturday of the term. If you wish to earn course credit for developing your policy analysis skills, you may formally enroll in "Elements of Policy Analysis" ( Law 7846) for one unit of additional credit. As you will see from the course description, credit for Law 7846 requires your attendance at the full-day methods boot camp plus at least two additional lunch-hour workshops. If you enroll in a practicum but prefer to audit the supplemental skills class -- rather than receive formal credit -- please let Policy Lab Program Director Luciana Herman (lherman@ law.stanford.edu) know and she will contact you with more details. Only students who participated in the prior quarter's project will be admitted to the spring quarter practicum. Elements used in grading: Attendance, performance, class participation, written assignments, and final paper.
Terms: Aut, Win, Spr | Units: 3 | Repeatable 2 times (up to 6 units total)

LAW 809J: Policy Practicum: Juvenile Justice & Education: Re-envisioning San Mateo County Alternative Schools

This policy practicum will provide students the opportunity to be part of designing and operationalizing an innovative approach to alternative education in San Mateo County. Students will work closely with the County Office of Education, the San Mateo Community College District and the Youth Law Center. Participants in the practicum will be involved in supporting the San Mateo County Office of Education (SMCOE) as it re-envisions its alternative education program. In California, the County Office of Education is responsible for educational programs for certain students that are not attending school within their school district. This includes incarcerated students and students who have been referred to the County-run alternative school based on an expulsion from their district due to a disciplinary incident, a referral from the truancy review board, or through their involvement in the juvenile justice system. One of the alternative schools overseen by SMCOE is the community school-Gatew more »
This policy practicum will provide students the opportunity to be part of designing and operationalizing an innovative approach to alternative education in San Mateo County. Students will work closely with the County Office of Education, the San Mateo Community College District and the Youth Law Center. Participants in the practicum will be involved in supporting the San Mateo County Office of Education (SMCOE) as it re-envisions its alternative education program. In California, the County Office of Education is responsible for educational programs for certain students that are not attending school within their school district. This includes incarcerated students and students who have been referred to the County-run alternative school based on an expulsion from their district due to a disciplinary incident, a referral from the truancy review board, or through their involvement in the juvenile justice system. One of the alternative schools overseen by SMCOE is the community school-Gateway. SMCOE would like to completely redesign the Gateway program while, at the same time, consider changes and improvements in the entire alternative education system, including how students enter the County program and transition out of the program. SMCOE is particularly interested in increasing its collaboration with the community college district, which offers an exciting opportunity for an innovative approach that could be replicated throughout the state. SMCOE has already engaged the National Equity Project to begin this redesign process. Practicum students will work in collaboration with SMCOE, the community college district, the Youth Law Center and the National Equity Project to support the design and implementation of a reimagined alternative school program. Students will conduct research on legal issues, funding, best practices and models from other jurisdictions. They will provide a written to report to SMCOE to assist them in making the new vision a reality. They will also document all steps in the redesign and implementation process to create a useful tool for other counties who might wish to engage in a redesign of their alternative education program. (Note: this final portion of the project will likely be completed in the spring quarter, with both new and continuing students.). In the Winter Quarter, graduate and professional students from law, education, and public policy are invited to apply. R credit (Section 02) is possible only by consent of the instructor. After the Winter Quarter begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Winter quarter students will have completed internal research memos. The role of spring quarter students will be to synthesize that research and create a public-facing set of recommendations. During the spring quarter we will have the opportunity to present draft recommendations to community partners before finalizing a report for the County Superintendent and County Board of Education. The class will be primarily made up of continuing students but there will be a few spaces available for new students to join, with the instructor's permission. Our weekly meeting time will be determined once we have our student cohort finalized. The weekly meeting times may include a full class meeting and additional small group meetings. Elements used in grading: Attendance, performance, class participation, written assignments. CONSENT APPLICATION: To apply for this course, students must submit a Consent Application Form at SLS Registrar https://registrar.law.stanford.edu/. See the Consent Application Form for instructions and the submission deadline.
Terms: Win, Spr | Units: 3 | Repeatable 2 times (up to 6 units total)
Instructors: Trillin, A. (PI)

MED 235: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EDUC 335, EPI 235, HUMBIO 26)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

PEDS 241: Community Engagement Practicum: Building on Health Education Efforts

In this course students will learn about health priorities of pre-teen and adolescent youth and engage in developing and presenting health educational materials for children enrolled in Redwood City Middle Schools, or other under-resourced schools in San Mateo County.Building on the philosophy of H.E.L.P for kids (Health Education for Life-Partnership for Kids) founded by Dr. TW Wiedmann, this course aims to expand the network of Stanford students dedicated to preparing youth in our local community for life?s challenges, while fostering Stanford?s mission of pursuing service to benefit humanity.In collaboration with the Haas Center for Public Service, students in this course will learn about engaging with community partners in the process of identifying areas of priority, development and delivery of educational materials, as well as evaluating educational interventions. Community engagement (CE) can be an effective strategy for harnessing community potential, especially in health impro more »
In this course students will learn about health priorities of pre-teen and adolescent youth and engage in developing and presenting health educational materials for children enrolled in Redwood City Middle Schools, or other under-resourced schools in San Mateo County.Building on the philosophy of H.E.L.P for kids (Health Education for Life-Partnership for Kids) founded by Dr. TW Wiedmann, this course aims to expand the network of Stanford students dedicated to preparing youth in our local community for life?s challenges, while fostering Stanford?s mission of pursuing service to benefit humanity.In collaboration with the Haas Center for Public Service, students in this course will learn about engaging with community partners in the process of identifying areas of priority, development and delivery of educational materials, as well as evaluating educational interventions. Community engagement (CE) can be an effective strategy for harnessing community potential, especially in health improvement, and our community partners will include the Rosalyn Rendu Center in East Palo Alto and selected Middle Schools in Redwood City.Students will learn about focus groups and interviewing as a way of eliciting engagement from youth, parents, and teachers. Students will participate in selecting and developing health education materials and providing one-on-one tutoring or classroom presentations. Students will also have an opportunity to reflect on Principles of Ethical and Effective Service guidelines to inform interaction with the community partners, develop and provide health education, and evaluate interventions. The course will offer a didactic session once a week and opportunity for weekly group activities and tutoring engagement.
Terms: Spr | Units: 2-3 | Repeatable 2 times (up to 6 units total)

PWR 2EE: Writing & Rhetoric 2: Once Upon a Cause: Producing Picture Books for Local Children

PWR 2 courses focus on developing strategies for presenting research-based arguments in both written and oral/multimedia genres. This course asks why did we want to hear and see and read our favorite picture books again and again? What was the secret to their magic? In this course you'll not only analyze that "magic" and do research on this topic, but will also collaborate closely with a group of classmates to create an original, compelling, and educationally appropriate picture book for second-graders. For video and full course description visit https://pwrcourses.stanford.edu/pwr2/pwr2ee For all PWR2s visit https://pwrcourses.stanford.edu/pwr-2. Enrollment is handled by the PWR office. Prerequisite: PWR 1. Cardinal Course certified by the Haas Center
Terms: Aut, Win, Spr | Units: 4 | UG Reqs: Writing 2
Instructors: Ellis, E. (PI)

SOC 146: Introduction to Comparative Studies in Race and Ethnicity (CSRE 100, EDUC 166C, ENGLISH 172D, PSYCH 155, TAPS 165)

Race and ethnicity are often taken for granted as naturally occurring, self-evident phenomena that must be navigated or overcome to understand and eradicate the (re)production of societal hierarchies across historical, geopolitical, and institutional contexts. In contrast, this transdisciplinary course seeks to track and trouble the historical and contemporary creation, dissolution, experiences, and stakes of various ethnoracial borders. Key topics include: empire, colonialism, capital/ism, im/migration, diaspora, ideology, identity, subjectivity, scientism, intersectionality, solidarity, resistance, reproduction, and transformation. Cardinal Course certified by the Haas Center for Public Service . (Formerly CSRE 196C)
Terms: Win | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI | Repeatable 2 times (up to 10 units total)
Instructors: Rosa, J. (PI)

SPANLANG 10SC: Spanish Immersion

In this course, students advance their Spanish language proficiency as they deepen their critical consciousness of the social, cultural, and historic forces rooted in Indigenous and Latinx California. As we travel to three California Missions and the San Francisco Mission District, we'll explore original and secondary texts that take us back in time to tribes before the Missions, to the devastation of the Mission system and Indigenous resistance to it, and to Latinx communities today. Students will engage deeply with community members and leaders, as well as each other!
Terms: Sum | Units: 2

SPANLANG 11SL: Second-Year Spanish: Emphasis on Service Learning, First Quarter

Continuation of SPANLANG 3 or SPANLANG 2A. Identity and community. Sequence integrating community engaged learning, culture and language with emphasis on developing advanced proficiency in oral and written discourse. Targeted functional abilities include presentational and socioculturally appropriate language in formal and informal, community and academic contexts. SL content focuses on community projects with Spanish-speaking youth or adult organizations in the local community. May require one evening off campus per week in addition to four hours of regular class time. Projects may vary from quarter to quarter (e.g., mural art, print-making, digital storytelling, etc.) but focus on themes surrounding community and identity. Cardinal Course (certified by Haas Center). Prerequisite: Placement Test, SPANLANG 3 or SPANLANG 2A.
Terms: Aut, Win, Spr | Units: 4 | UG Reqs: WAY-EDP
Instructors: Miano, A. (PI)
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