printer friendly pageESS 166: Will Technology Save the World?: Environmental Ethics and Techno-Optimism (ESS 266)
The environment is in crisis and we are the cause. In this class we examine our relationship to the environment, and our ethical obligations towards humans, non-human species, and the ecosystem more broadly. We will be doing this through the lens of technology, asking how novel eco-tech might help us solve the environmental crisis, including evaluating the risks, benefits, and ethics of proposed solutions like geo-engineering, genetic modification, and renewable energies. As part of this, we will consider who benefits from technological solutions, how we might need to change our relationship to nature, and whether societies are betting too much on the promise of future technologies to fix current environmental crises. The course will ground students in applied environmental ethics, teaching them how to apply ethical decision-making frameworks, including non-western ethical systems, with an emphasis on case studies and practical implementation.
Terms: Spr
| Units: 4
| UG Reqs: WAY-ER
ESS 185: Adaptation (EARTHSYS 183)
Adaptation is the process by which organisms or societies become better suited to their environments. In this class, we will explore three distinct but related notions of adaptation. Biological adaptations arise through natural selection, while cultural adaptations arise from a variety of processes, some of which closely resemble natural selection. A newer notion of adaptation has emerged in the context of climate change where adaptation takes on a highly instrumental, and often planned, quality as a response to the negative impacts of environmental change. We will discuss each of these ideas, using their commonalities and subtle differences to develop a broader understanding of the dynamic interplay between people and their environments. Topics covered will include, among others: evolution, natural selection, levels of selection, formal models of cultural evolution, replicator dynamics, resilience, rationality and its limits, complexity, adaptive management.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
ESS 202: Scientific Basis of Climate Change (ESS 102)
This course explores the scientific basis of anthropogenic climate change. We will read the original papers that established the scientific foundation for the climate change forecast. Starting with Fourier's description of the greenhouse effect, we trace the history of the key insights into how humanity is perturbing the climate system. The course is based on "The Warming Papers", edited by David Archer and Raymond Pierrehumbert. Participants take turns presenting and leading a discussion of the papers and of Archer and Pierrehumbert's commentary.
Terms: Spr
| Units: 3
Instructors:
Sheshadri, A. (PI)
ESS 203: Rethinking Meat: An Introduction to Alternative Proteins (EARTHSYS 109, EARTHSYS 209, ESS 103, ETHICSOC 107)
How do we feed a growing population in the face of climate change? Will Impossible Burgers become the new norm? Are you curious to learn about a frontier in bio- and chemical-engineering? Are you passionate about animal rights, human health, and sustainable agriculture? Learn about the environmental, ethical, and economic drivers behind the market for meat replacements. We'll take a deep dive into the science and technology used to develop emerging plant, fermentation and cell-based meat alternatives and explore the political challenges and behavioral adaptation needed to decrease meat consumption. Hear from entrepreneurs, researchers, and innovative startups developing sustainable and marketable alternative proteins through weekly guest lectures from industry leaders.
Terms: Spr
| Units: 1-2
ESS 204: Effective Scientific Presentation and Public Speaking (EPS 306, GEOPHYS 205)
The ability to present your research in a compelling, concise, and engaging manner will enhance your professional career. I will work to convince you that the best way to capture an audience and leave a lasting impression is to tell a story, do a demo, or pick a fight.___The goal of a talk is not to show people how much work you did, how capable and dedicated you are, or how much you know. We don't care about any of those things. Instead, we want to learn something new and important, something that changes our perspective and influences our research. We want to be inspired, shocked, or moved. ___ So, in the opening minutes of a talk, you must plant your flag and make your case. You are forecasting the arc of your story, rather than introducing your topic. If, for example, your very first three words are, "I will argue" you're on a good path. In these crucial opening minutes, you've either hooked them or lost them. ___ The course is taught as a series of stand-and-deliver exercises with
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The ability to present your research in a compelling, concise, and engaging manner will enhance your professional career. I will work to convince you that the best way to capture an audience and leave a lasting impression is to tell a story, do a demo, or pick a fight.___The goal of a talk is not to show people how much work you did, how capable and dedicated you are, or how much you know. We don't care about any of those things. Instead, we want to learn something new and important, something that changes our perspective and influences our research. We want to be inspired, shocked, or moved. ___ So, in the opening minutes of a talk, you must plant your flag and make your case. You are forecasting the arc of your story, rather than introducing your topic. If, for example, your very first three words are, "I will argue" you're on a good path. In these crucial opening minutes, you've either hooked them or lost them. ___ The course is taught as a series of stand-and-deliver exercises with feedback from the other students and revision on the fly. You'll do exercises on talk openers and closers, physical demos, conference talks, job interviews, press interviews, and funding pitches. We also tackle scientific graphics, focusing on builder slides and posters. Special guests will enrich the course, including a graphic designer, Adobe Illustrator mavens, headhunters, entrepreneurs, and TV reporters?.This is a 'flipped' class, so there are no lectures. Instead, students receive Class Notes before each week's classes, and a Postscript Letter afterwards. Grades are completely optional: 70% in-class exercises, 30% final presentation, such as your upcoming conference presentation. ___ It's important to take this course when you have research to present. My pledge is that everyone will come away a more skilled and confident speaker than they were before. ___ Anonymous 2022 Course Evaluation Comments: "Truly the best course that I have taken in my life. There is simply an incredible amount of wisdom to be gained from this course. To no exaggeration, your life will be changed, and you will forever see presentations differently after this experience of a lifetime. It's also accessible to undergrads as long as you have a research project." ___ "By far, the best class I've taken at Stanford. Will change your entire perspective on presenting research." ___ "This is by far the best and most helpful course I have taken in all 5 years at Stanford. This course is really a must for anyone and has given me a huge confidence boost for public speaking in all scenarios. Ross is a fantastic instructor and makes the class a welcoming and collaborative environment." ___ "Ross is an engaging teacher with years of experience doing public speaking in academic, government, and business settings. This class is well worth the time that it takes to prepare the short talk exercises. Highly recommend this class for anyone looking to improve their speaking skills."
Terms: Aut
| Units: 2
Instructors:
Stein, R. (PI)
ESS 205: Fundamentals of Geobiology (EARTHSYS 205A, EPS 205)
(Former
GEOLSCI 205) Lecture and discussion covering key topics in the history of life on Earth, as well as basic principles that apply to life in the universe. Co-evolution of Earth and life; critical intervals of environmental and biological change; geomicrobiology; paleobiology; global biogeochemical cycles; scaling of geobiological processes in space and time. Change of Department Name: Earth & Planetary Sciences (Formerly Geological Science)
Terms: Aut
| Units: 3
ESS 206: World Food Economy (EARTHSYS 106, EARTHSYS 206, ECON 106, ECON 206, ESS 106)
The World Food Economy is a survey course that covers the economic and political dimensions of food production, consumption, and trade. The course focuses on food markets and food policy within a global context. It is comprised of three major sections: structural features (agronomic, technological, and economic) that determine the nature of domestic food systems; the role of domestic food and agricultural policies in international markets; and the integrating forces of international research, trade, and food aid in the world food economy. This 5-unit course entails a substantial group modeling project that is required for all students. Enrollment is by application only. The application is found at
https://economics.stanford.edu/undergraduate/forms. Applications will be reviewed on a first-come, first-serve basis, and priority will be given to upper-level undergraduates who need the course for their major, and to graduate students pursuing work directly related to the course. The application submission period will close on March 15
Terms: Spr
| Units: 5
Instructors:
Naylor, R. (PI)
;
Varkey, K. (TA)
ESS 213: Global Change and Emerging Infectious Disease (EARTHSYS 114, EARTHSYS 214, HUMBIO 114)
The changing epidemiological environment. How human-induced environmental changes, such as global warming, deforestation and land-use conversion, urbanization, international commerce, and human migration, are altering the ecology of infectious disease transmission, and promoting their re-emergence as a global public health threat. Case studies of malaria, cholera, hantavirus, plague, and HIV.
Terms: Spr
| Units: 3
Instructors:
Jones, J. (PI)
;
Barber, R. (TA)
;
Cuevas, A. (TA)
;
Gomez, X. (TA)
;
Pesantez, S. (TA)
;
Salvador, B. (TA)
ESS 220: Physical Hydrogeology (CEE 260A)
(Formerly
GES 230.) Theory of underground water occurrence and flow, analysis of field data and aquifer tests, geologic groundwater environments, solution of field problems, and groundwater modeling. Introduction to groundwater contaminant transport and unsaturated flow. Lab. Prerequisite: elementary calculus.
Terms: Aut
| Units: 4
ESS 221: Contaminant Hydrogeology and Reactive Transport (CEE 260C)
Decades of industrial activity have released vast quantities of contaminants to groundwater, threatening water resources, ecosystems and human health. What processes control the fate and transport of contaminants in the subsurface? What remediation strategies are effective and what are the tradeoffs among them? How are these processes represented in models used for regulatory and decision-making purposes? This course will address these and related issues by focusing on the conceptual and quantitative treatment of advective-dispersive transport with reacting solutes, including modern methods of contaminant transport simulation. Some Matlab programming / program modification required. Prerequisite: Physical Hydrogeology
ESS 220 /
CEE 260A (Gorelick) or equivalent and college-level course work in chemistry.
Terms: Win
| Units: 3
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