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61 - 70 of 186 results for: CARDCOURSES::* ; Currently searching offered courses. You can also include unoffered courses

EARTHSYS 210B: Senior Capstone and Reflection

The Earth Systems Senior Capstone and Reflection, required of all seniors, provides students with opportunities to synthesize and reflect on their learning in the major. Students participate in guided career development and planning activities and initiate work on an independent or group capstone project related to an Earth Systems problem or question of interest. In addition, students learn and apply principles of effective oral communication through developing and giving a formal presentation on their internship. Students must also take EARTHSYS 210P, Earth Systems Capstone Project, in the quarter following the Senior Capstone and Reflection Course. Prerequisite: Completion of an approved Earth Systems internship ( EARTHSYS 260). https://earth.stanford.edu/esys/resources/program-forms-guides
Terms: Win | Units: 3
Instructors: Nevle, R. (PI)

EARTHSYS 210P: Earth Systems Capstone Project

Students work independently or in groups to complete their Senior Capstone Projects. They will participate in regular advising meetings with the instructor(s), and will give a final presentation on their projects at the end of the quarter in a special Earth Systems symposium. Prerequisite: EARTHSYS 210A or 210B. https://earth.stanford.edu/esys/resources/program-forms-guides
Terms: Win, Spr | Units: 2

EARTHSYS 213: Hacking for Climate and Sustainability

The challenges of addressing climate change and sustainability require urgency as well as innovative solutions. Startups operate with speed and urgency, 24/7. In recent years they have learned not only how to effectively innovate but also how to be extremely efficient with resources and time, using lean startup methods. Participants in this class develop the skills required of a mission driven entrepreneur by tackling a critical problem in climate and sustainability as part of a team of engineers, scientists, social scientists, MBAs, and law and policy experts. Teams will engage pressing climate and sustainability problems and learn how to apply lean startup principles ("business model canvas," "customer development," and "agile engineering") in developing solutions. Students will take a hands-on, experiential approach to explore options for solutions and needs for stakeholders. The process of exploring options will require participants to engage deeply and to learn how to work closely more »
The challenges of addressing climate change and sustainability require urgency as well as innovative solutions. Startups operate with speed and urgency, 24/7. In recent years they have learned not only how to effectively innovate but also how to be extremely efficient with resources and time, using lean startup methods. Participants in this class develop the skills required of a mission driven entrepreneur by tackling a critical problem in climate and sustainability as part of a team of engineers, scientists, social scientists, MBAs, and law and policy experts. Teams will engage pressing climate and sustainability problems and learn how to apply lean startup principles ("business model canvas," "customer development," and "agile engineering") in developing solutions. Students will take a hands-on, experiential approach to explore options for solutions and needs for stakeholders. The process of exploring options will require participants to engage deeply and to learn how to work closely with policy makers, technologists, government officials, NGOs, foundations, companies, and others interested in solving these problems, while demanding that teams continually build iterative prototypes to test their understanding of the problem and solution hypotheses. For more information on problems and sponsors as they are added and to apply for the course, see  https://h4cs.stanford.edu/. Applications required in November. Limited enrollment. https://earth.stanford.edu/esys/resources/program-forms-guides
Terms: Win | Units: 3

EARTHSYS 225: Shades of Green: Exploring and Expanding Environmental Justice in Practice (CSRE 125E, EARTHSYS 125, URBANST 125)

Historically, discussions of race, ethnicity, culture, and equity in the environment have been shaped by a limited view of the environmental justice movement, often centered on urban environmental threats and separated from other types of environmental and climate advocacy. This course will seek to expand on these discussions by exploring topics such as access to outdoor spaces, definitions of wilderness, inclusion in environmental organizations, gender and the outdoors, the influence of colonialism on ways of knowing, food justice and ethics, and the future of climate change policy. The course will also involve a community partnership project. In small groups students will work with an environmental organization to problem-solve around issues of equity, representation, and access. We value a diversity of experiences and epistemologies and welcome undergraduates from all disciplines. Since this is a practical course, there will be a strong emphasis on participation and commitment to community partnerships. This course requires instructor approval, please submit an application by March 5th at midnight. Application available at https://forms.gle/2kRJFRyfwopWcBeT9
Terms: Spr | Units: 3-4

EARTHSYS 281: Urban Agroecology (EARTHSYS 181, ESS 181, ESS 281, URBANST 181)

Urban agriculture takes many forms in cities around the world and provides significant amounts of food and other resources and benefits for urban communities. This Earth Systems practicum explores the application of agroecological principles to the design and stewardship of urban farms and gardens. Students will explore social and ecological dimensions of urban agriculture including issues of environmental justice while gaining land stewardship and small-scale food production skills at the Stanford Educational Farm and in the community. Course application link: https://stanforduniversity.qualtrics.com/jfe/form/SV_d0fFbVV7Gk7UDr0
Terms: Spr | Units: 3

EARTHSYS 290: Master's Seminar

Required of and open only to Earth Systems co-terminal MS and MA students. This course has several elements, including, skill building through experiential learning and reflection and professional development. Students will either work in teams with a community partner in the Bay area on a predetermined project, or select a self- designed project with a partner anywhere in the world. The idea is to complete a well-defined, manageable, but important project to a high standard under significant time constraints. Our community partners have requested help with achieving their missions and seminar students will utilize their backgrounds in social/environmental problem solving to deliver a final product. Our partners have requested help with such efforts as grant and report writing, data analysis, curriculum development, symposium organizing, presentation research and preparation and communications to raise awareness about an environmental challenge. If you choose to design your own project more »
Required of and open only to Earth Systems co-terminal MS and MA students. This course has several elements, including, skill building through experiential learning and reflection and professional development. Students will either work in teams with a community partner in the Bay area on a predetermined project, or select a self- designed project with a partner anywhere in the world. The idea is to complete a well-defined, manageable, but important project to a high standard under significant time constraints. Our community partners have requested help with achieving their missions and seminar students will utilize their backgrounds in social/environmental problem solving to deliver a final product. Our partners have requested help with such efforts as grant and report writing, data analysis, curriculum development, symposium organizing, presentation research and preparation and communications to raise awareness about an environmental challenge. If you choose to design your own project, the instructor will help you to create this opportunity. Students will give oral presentations on their project progress throughout the quarter, culminating in a final presentation at a symposium with our partners. Students will also explore how best to communicate their interdisciplinary skills and goals through their resumes, CV's or cover letters, portfolios or linkedIn profiles in preparation for the next phase of their career. Guest speakers and in class workshops will complement these activities.Cardinal Course certified by the Haas Center.
Terms: Aut, Win | Units: 3

EDUC 102I: International Education Policy Workshop (EDUC 202I)

This is a project-based workshop. Practical introduction to issues in educational policy making, education reform, educational planning, implementation of policy interventions, and monitoring and evaluation in developing country contexts. Preference to students enrolled in ICE/IEAPA, but open to other students interested in international development or comparative public policy with instructor's consent. Attendance at first class required for enrollment.
Terms: Spr | Units: 2-4

EDUC 103A: Tutoring: Seeing a Child through Literacy (EDUC 203A)

In this service-learning course, participants experience the world of school and print through the eyes of a child. Enrolled students learn about literacy development and instruction with diverse learners and are prepared to tutor a child in grades K-2. Attendance is required for tutoring two times per week in addition to the weekly class meeting. May be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut | Units: 3-4 | Repeatable 10 times (up to 40 units total)

EDUC 103B: Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 337)

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.
Terms: Win | Units: 4 | UG Reqs: WAY-EDP

EDUC 115N: How to Learn Mathematics

What is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms, including a focus on equity. We will spend time investigating cases of teaching and learning, through watching videos and visiting schools. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. If you have had bad math experiences and would like to understand them - and put them behind you - this seminar will be particularly good for you. The final project for this class will involve developing a case of one or more math learners, investigating their journeys in the world of math.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI
Instructors: Boaler, J. (PI)
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