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This course seeks to assess the effectiveness of limited advice and assistance provided to low income clients rather than full representation. Because legal services programs can represent less than a fifth of those who need their help, most offer some form of limited aid. Partnering with the national Legal Services Corporation and Alaska Legal Services, students will interview of sample of clients who received limited assistance and a sample of individuals who secured no help. The outcome of this study will help guide the decisions of legal services programs about whether to invest in limited assistance. After the term begins, students accepted into the course can transfer from section 01 (3 units) into section 02 (4 units), which meets the R requirement, with consent of the instructor. Elements used in grading: Interviewing skills; data analysis; written research and drafting assignments. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and e-mail the Consent Application Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students) to the instructors. See Consent Application Form for submission deadline.

The government uses mandated disclosure as a central way to regulate companies' relationships with consumers. They set standards for how companies present terms, conditions, and other legal information to people, in the hope that communicating these terms will educate people sufficiently to make wise decisions. But are these disclosures actually comprehensible, engaging, or effective? Anecdotally, we all know that most people ignore the fine print, click through online disclosures without reading them, and trash the paperwork that come along with products or account statements. In this Policy Lab, we will experiment with how these very important disclosures could be improved, with better designs that could make the information more understandable, more engaging, and more actionable for normal people. We will partner with the financial regulator FINRA, as they grapple with a specific disclosure use case: when financial companies advertise their products to people via print, web, mobile, and television, how can they effectively communicate the terms and risks of these financial products? What kind of disclosure design -- with more visuals, with more interactivity, or with tech-enabled communication -- could be a new standard for helping people make smart decisions about financial products? During the Policy Lab, our team of students will work with FINRA leaders to understand their current disclosure design requirements for financial companies and their rule-making process as they set new regulations for advertising disclosures. We will understand the needs and requirements of the regulators, the financial companies, and the different target users, and then use the design process to generate new proposed models for disclosures and then test them with qualitative and quantitative evaluation. We will submit this research and these new models to FINRA to be used as they define standards for securities firms communicating with the general public. Elements used in grading: Class Participation, Final Paper. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and e-mail the Consent Application Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students) to the instructors. See Consent Application Form for submission deadline.

More than 250 veterans treatment courts now exist nationwide. They recognize the unique needs of veterans who get entangled in the criminal justice system, and endeavor to provide more effective resources to treat their problems than the traditional criminal justice system ordinarily provides. Despite their growth and popularity, little is known about their effectiveness, particularly in the target population they reach. We are partnering with Congressman Seth Moulton and the Massachusetts veterans court program on an ambitious and interesting project to understand who is excluded from veterans treatment courts (VTCs), why, and whether there are ways to help them too. We will work closely with the Commonwealth to collect and review information on veterans in the criminal justice system, and veterans who are in or have gone through VTCs, for the purpose of understanding the population and gaining insight into who truly benefits from the courts and who is excluded. We will use techniques used in evaluating mental health and other specialty courts to assess the VTCs and develop recommendations for expanding their reach to at least some of those who are currently excluded but who could benefit from them. The information we gather and develop into a report will be useful to the many jurisdictions that already host veterans treatment courts, as well as to those considering their adoption. After the term begins, students accepted into the course can transfer from section (01) into section (02), which meets the R requirement, with consent of the instructor. Automatic grading penalty waived for research paper. Elements used in grading: Attendance, Class Participation, Final Paper. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and e-mail the Consent Application Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students) to the instructors. See Consent Application Form for submission deadline.

50/30/18. These numbers represent a long-standing problem for U.S. law firms. For over 30 years, 50% of law school graduates have been women, yet only 18% of law firm equity partners are women. What's more, that partnership number has remained relatively fixed for much of that time. In the National Association of Women Lawyers' first annual survey in 2006, women constituted 15% of equity partners. Despite a recognition of and focus on this issue, law firms have not been able to move the needle. Conventional methods haven't worked. The profession needs new ideas - creative and innovative ways to retain and advance women in private law firms. Students selected for this course will work together to produce a policy paper analyzing this issue. Research will focus on two major areas: (1) the possible reasons for the low retention rates and partnership percentage; and (2) innovative ideas both inside and outside the legal profession for retaining and advancing women. The paper will be used to advise participants in the inaugural Women in Law Hackathon. The Hackathon is a Shark-Tank style pitch competition co-created by Diversity Lab and SLS. 54 high-level partners from top U.S. law firms and nine SLS students will work together (virtually) in teams of seven from January to June 2016 to innovate new means of advancing and retaining women in the legal profession, particularly those in private sector law firms. The teams will then present their ideas in person to a panel of judges at a pitch event at SLS on June 24, 2016. The top three winning teams will grant the prize money donated by Bloomberg Law (1st place $10,000, 2nd place $7,500, 3rd place $5,000) to their choice of a non-profit organization that is advancing women in the legal profession and beyond. The winning ideas will be published on Diversity Lab's and SLS's websites and distributed to major news publications and top management at U.S. law firms. Our hope is that some or all of these ideas will be adopted by firms across the U.S. Students may also elect to participate as a team member in the Hackathon. Time commitment of team members is approximately 2-3 hours per month (via phone) from January through June 2016, plus the 1.5-day in-person pitch competition June 23-24, 2016 at SLS. Funding is available to cover domestic travel costs for students to return from summer internships to participate in the competition. Maximum enrollment: 9. Preference will be given to those students who would like to participate in both the practicum and the Hackathon. Students will receive 3 credits for this one-quarter "R" class. Elements used in grading: Class participation, qualitative and empirical research, written assignments, and final policy report. NOTE: Students may not count more than a combined total of eight units of directed research projects and policy lab practica toward graduation unless the additional counted units are approved in advance by the Petitions Committee. Such approval will be granted only for good cause shown. Even in the case of a successful petition for additional units, a student cannot receive a letter grade for more than eight units of independent research (Policy Lab practicum, Directed Research, Senior Thesis, and/or Research Track). Any units taken in excess of eight will be graded on a mandatory pass basis. For detailed information, see "Directed Research/Policy Labs" in the SLS Student Handbook. CONSENT APPLICATION: To apply for this course, students must complete and e-mail the Consent Application Form available on the SLS Registrar's Office website (see Registration and Selection of Classes for Stanford Law Students) to the instructors. See Consent Application Form for submission deadline.

The English vernacular spoken by African Americans in big city settings, and its relation to Creole English dialects spoken on the S. Carolina Sea Islands (Gullah), in the Caribbean, and in W. Africa. The history of expressive uses of African American English (in soundin' and rappin'), and its educational implications. Service Learning Course (certified by Haas Center).

This course will introduce the design thinking process and skills, and explore unique challenges of solving problems and initiating action for public good. Design skills such as need-finding, insight development, and prototyping will be learned through project work, with a particular emphasis on the elements required to be effective in the social sector. Prerequisite: ME101.

A project based course for those who would like to use their engineering backgrounds to address real world challenges faced by underserved communities globally. In direct collaboration with an underserved community from a rural village in India, students will develop engineering solutions to the challenge of sanitation and hygiene. Focus will be on working with the community rather than for them. Concepts covered will include designing with what designers care about at the center, articulating and realizing individual and community aspirations, ethics of engaging with underserved communities, and methodology of working sustainably with an underserved community.

Designed for undergraduates serving as staff for the Stanford Medical Youth Science Summer Residential Program (SRP). Structured opportunitie to learn, observe, participate in, and evaluate leadership development, multicultural health theories and practices, and social advocacy. Utilizes service learning as a pedagogical approach to developing an understanding of the intersections between identity, power and privilege and disparities (health, education, environment), fostering knowledge and skills to become social advocates to address forms of inequities. Students explore approaches for identifying and tackling issues of equity (health and education) as well as learn fundamental skills necessary to implement activities for the Summer Residential Program.

An independent study service learning course designed to develop students' understanding of the intersection between identity, power, privilege, and disparities (health, education, environment). Students submit a written reflective term paper based on their experience as staff for the Summer Residential Program as well as their understanding of how constructs of identity, power and privilege impact low-income and underrepresented students in their pursuit of higher education. Prerequisite MED 1A.