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71 - 80 of 110 results for: CARDCOURSES::identity

HUMBIO 29A: Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177A, CSRE 177E, EDUC 177A)

This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course. Cardinal Course certified by the Haas Center.
Last offered: Autumn 2021 | UG Reqs: WAY-EDP

HUMBIO 149: Psychological and Educational Resilience Among Children and Youth (EDUC 256)

Theoretical, methodological, and empirical issues pertaining to the psychological and educational resilience of children and adolescents. Overview of the resilience framework, including current terminology and conceptual and measurement issues. Adaptive systems that enable some children to achieve successful adaptation despite high levels of adversity exposure. How resilience can be studied across multiple levels of analysis, ranging from cell to society. Individual, family, school, and community risk and protective factors that influence children's development and adaptation. Intervention programs designed to foster resilient adaptation in disadvantaged children's populations.
Last offered: Winter 2023

INTNLREL 105C: Human Trafficking: Historical, Legal, and Medical Perspectives (CSRE 105C, FEMGEN 105C, HISTORY 105C, HUMRTS 112)

(Same as HISTORY 5C. 105C is 5 units, 5C is 3 units.) Interdisciplinary approach to understanding the extent and complexity of the global phenomenon of human trafficking, especially for forced prostitution, labor exploitation, and organ trade, focusing on human rights violations and remedies. Provides a historical context for the development and spread of human trafficking. Analyzes the current international and domestic legal and policy frameworks to combat trafficking and evaluates their practical implementation. Examines the medical, psychological, and public health issues involved. Uses problem-based learning. Required weekly 50-min. discussion section, time TBD. Students interested in service learning should consult with the instructor and will enroll in an additional course.
Last offered: Autumn 2022 | UG Reqs: WAY-SI

INTNLREL 142: Challenging the Status Quo: Social Entrepreneurs, Democracy, Development and Environmental Justice (AFRICAST 142, AFRICAST 242, CSRE 142C, EARTHSYS 135, URBANST 135)

This community-engaged learning class is part of a broader collaboration between the Program on Social Entrepreneurship at the Haas Center for Public Service, Distinguished Visitors Program and the Doerr School of Sustainability, using practice to better inform theory about how innovation can help address society's biggest challenges with a particular focus on environmental justice, sustainability and climate resilience for frontline and marginalized communities who have or will experience environmental harms. Working with the instructor and the 2024 Distinguished Visitors ? Angela McKee-Brown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities ? students will use case studies of successful and failed social change strategies to explore relationships between social entrep more »
This community-engaged learning class is part of a broader collaboration between the Program on Social Entrepreneurship at the Haas Center for Public Service, Distinguished Visitors Program and the Doerr School of Sustainability, using practice to better inform theory about how innovation can help address society's biggest challenges with a particular focus on environmental justice, sustainability and climate resilience for frontline and marginalized communities who have or will experience environmental harms. Working with the instructor and the 2024 Distinguished Visitors ? Angela McKee-Brown, founder and CEO of Project Reflect; Jason Su, executive director of the Guadalupe River Park Conservancy; Cecilia Taylor, founder, executive director, and CEO of Belle Haven Action; and Violet Wulf-Saena, founder and executive director of Climate Resilient Communities ? students will use case studies of successful and failed social change strategies to explore relationships between social entrepreneurship, race, systemic inequities, democracy and justice. This course interrogates approaches like design theory, measuring impact, fundraising, leadership, storytelling, and policy advocacy with the Distinguished Visitors providing practical examples from their work on how this theory plays out in practice. This is a community-engaged learning class in which students will learn by working on projects that support the social entrepreneurs' efforts to promote social change. Students should register for either 3 OR 5 units only. Students enrolled in the full 5 units will have a service-learning component along with the course. Students enrolled for 3 units will not complete the service-learning component. Limited enrollment. Attendance at the first class is mandatory in order to participate in service learning. Graduate and undergraduate students may enroll.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-SI
Instructors: Janus, K. (PI)

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)

LAW 7047: Rethinking Campus and School Title IX Policies and Procedures

I apologize in advance for the fact that there are no paragraph breaks in this description. It is not my fault. Please contact me directly if you have questions about the class and I will email you a more readable description. Thanks, MLD. Seminar with Concurrent Policy Lab: Rethinking Campus and School Title IX Policies and Procedures. Policy Lab Client: National Women's Law Center: Over the past six 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 (and a similar proportion of students identifying as transgender and gender-nonconforming, as well as around 5-10% of male students) 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. Statistics are equally disturbing in the middle and high school context. As a result, the federal government under President Obama stepped up its civil rights enforcement in this area, with over 250 colleges and universities currently under investigation for allegedly mishandling student sexual assault complaints. At the same time, students accused of sexual assault have complained of botched processes driven by a "campus rape over-correction" that denied them a fair disciplinary hearing. It is clear that schools are struggling to develop and implement policies and procedures that satisfy their legal obligations in this area. While the future of federal enforcement under the Trump Administration is uncertain, schools are still subject to federal and state law that require them have policies and procedures to address sexual harassment and violence. This course focuses on the legal and policy issues surrounding the highly challenging area of investigation and adjudication of sexual assault and other gender-motivated violence on college campuses and in K12 schools. It will cover the federal and state legal frameworks governing these procedures including Title IX, the Violence Against Women Act, and the Clery Act, and examine current cases as well as the rapidly-evolving legal, federal regulatory, and political environment surrounding this issue. Guest speakers working in the area will help to broaden the class's understanding of the subject matter. Students in this seminar will have the opportunity to participate in the invitation-only national conference entitled The Way Forward: Title IX Advocacy in the Trump Era, which will be held May 1-2 at Stanford Law School and is organized in conjunction with the National Women's Law Center. See [ http://conferences.law.stanford.edu/thewayforward-title9/] for more information on the conference. Concurrent Seminar and Policy Lab: The seminar is taught concurrently with the Policy Lab (also entitled "Rethinking Campus and School Title IX Policies and Procedures"). All students registered for the seminar participate in the Policy Lab, which works with the National Women's Law Center toward the development of a set of evidence-based and legally compliant model policies and procedures. Given all the controversy, surprisingly little is actually known about the policies and processes that are currently in use, nor is there any way of easily ascertaining what the majority of an institution's "peer schools" are doing with respect to solving a challenge or addressing an issue. There is no set of "best practices" to which school administrators can easily turn. Students will analyze cutting-edge issues related to school-based gender-motivated violence and work on a white paper for the NWLC that includes both legal and empirical research into the policies and procedures currently in use around the country. Throughout the class, students will have the opportunity to reflect on what they are learning and how it applies in a professional context. The eventual goal of this Policy Lab is the development in conjunction with NWLC of a free, web-based, open-source set of adaptable model policies and procedures that are targeted for different market segments (i.e., large private, large public, small private, HBCU, community colleges, and k12). Course Schedule and Optional Travel: The first three weeks of the class there will be two meetings per week, on Tuesday and Thursday from 4:15 to 6:15. Students will meet with Fatima Goss Graves, Senior Vice President for Program at the NWLC during week 2 to hear her expectations regarding the project and ask questions. During weeks 4-6 the class will meet once per week, on Thursday from 4:15-7:15 and small groups will work on their assigned sections of the project. On Thursday, May 4 (week 5), the class will meet with special guest Catherine Lhamon, former Assistant Secretary of Education for Civil Rights and have the opportunity to discuss the project with her and receive her feedback. During Week 7, the class will take an optional trip to Washington DC to present the completed project to the staff of the NWLC on Friday May 19. The class will be housed at Stanford in Washington from Thursday May 18, and will attend a hearing of the U.S. Civil Rights Commission in the morning of May 19 and then present their project in the afternoon. Travel expenses (other than incidentals) are provided. On Saturday, May 20 we will have the option to meet with other policy makers and activists as well as sightsee (including an attempted visit to the National Museum of African American History). We will return to Stanford on Sunday May 21. There will be no class during week 8. Enrollment, Assignments, and Evaluation; The Seminar and concurrent policy lab are both open to law students, graduate students, and advanced undergraduates. The seminar has two sections. Section 1 is a 2-hour seminar and students enrolling in Section 1 must also enroll in the Law 805R Policy Lab (1-hour). Section 2 is a 3-hour seminar, and students may enroll in that Section without concurrent enrollment in the Policy Lab. Regardless of the section of enrollment, all students will do the same assignments and be evaluated on the same criteria. All students will complete written work equivalent to a 26 page research paper. Law students will receive "R" credit for the seminar. Elements used in grading: Performance, Class Participation, Written Assignments, Final Paper. CONSENT APPLICATION: To apply for this course, students must complete and submit a Consent Application Form available on the SLS website (Click Courses at the bottom of the homepage and then click Consent of Instructor Forms). See Consent Application Form for instructions and submission deadline.
Last offered: Spring 2017

LINGUIST 65: African American Vernacular English (AFRICAAM 21, CSRE 21, LINGUIST 265)

Vocabulary, pronunciation and grammatical features of the systematic and vibrant vernacular English [AAVE] spoken by African Americans in the US, its historical relation to British dialects, and to English creoles spoken on the S. Carolina Sea Islands (Gullah), in the Caribbean, and in W. Africa. The course will also explore the role of AAVE in the Living Arts of African Americans, as exemplified by writers, preachers, comedians and actors, singers, toasters and rappers, and its connections with challenges that AAVE speakers face in the classroom and courtroom. Service Learning Course (certified by Haas Center). UNITS: 3-5 units. Most students should register for 4 units. Students willing and able to tutor an AAVE speaking child in East Palo Alto and write an additional paper about the experience may register for 5 units, but should consult the instructor first. Students who, for exceptional reasons, need a reduced course load, may request a reduction to 3 units, but more of their course grade will come from exams, and they will be excluded from group participation in the popular AAVE Happenin at the end of the course.
Last offered: Spring 2019 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP

NATIVEAM 111B: Muwekma: Landscape Archaeology and the Narratives of California Natives (ANTHRO 111C, ARCHLGY 111B)

This course explores the unique history of San Francisco Bay Area tribes with particular attention to Muwekma Ohlone- the descendent community associated with the landscape surrounding and including Stanford University. The story of Muwekma provides a window into the history of California Indians from prehistory to Spanish exploration and colonization, the role of Missionaries and the controversial legacy of Junipero Serra, Indigenous rebellions throughout California, citizenship and land title during the 19th century, the historical role of anthropology and archaeology in shaping policy and recognition of Muwekma, and the fight for acknowledgement of Muwekma as a federally recognized tribe. We will visit local sites associated with this history and participate in field surveys of the landscape of Muwekma.
Last offered: Spring 2023

POLISCI 236: Philanthropy for Sustainable Development (ETHICSOC 232T, POLISCI 236S, SUSTAIN 222)

This course teaches students how to pursue social change through philanthropy with a focus on sustainable development. Students learn about the approaches, history, and key debates in philanthropy, and apply their knowledge by collaboratively making a substantial class contribution to one or more select nonprofit organizations. This class responds to the reality confronting all philanthropists: There are many ways in which we can change the world for the better, but our money and time is finite. How then can we best use our limited resources to accomplish change? And how will we know we've been successful? By the end of the course, students will understand the fundamentals of effective philanthropy, including how to define problems, develop a theory of change, evaluate outcomes, and reduce unintended harm. Students of all levels of familiarity with philanthropy are welcome to join and no discipline is privileged in the class.
Terms: Spr | Units: 4-5 | UG Reqs: WAY-ER

POLISCI 236S: Philanthropy for Sustainable Development (ETHICSOC 232T, POLISCI 236, SUSTAIN 222)

This course teaches students how to pursue social change through philanthropy with a focus on sustainable development. Students learn about the approaches, history, and key debates in philanthropy, and apply their knowledge by collaboratively making a substantial class contribution to one or more select nonprofit organizations. This class responds to the reality confronting all philanthropists: There are many ways in which we can change the world for the better, but our money and time is finite. How then can we best use our limited resources to accomplish change? And how will we know we've been successful? By the end of the course, students will understand the fundamentals of effective philanthropy, including how to define problems, develop a theory of change, evaluate outcomes, and reduce unintended harm. Students of all levels of familiarity with philanthropy are welcome to join and no discipline is privileged in the class.
Terms: Spr | Units: 4-5 | UG Reqs: WAY-ER
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