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Are you prepared for your internship this summer? This workshop series will help you make the most of your internship experience by setting learning goals in advance; negotiating and communicating clear roles and expectations; preparing for a professional role in a non-profit, government, or community setting; and reflecting with successful interns and community partners on how to prepare sufficiently ahead of time. You will read, discuss, and hear from guest speakers, as well as develop a learning plan specific to your summer or academic year internship placement. This course is primarily designed for students who have already identified an internship for summer or a later quarter. You are welcome to attend any and all workshops, but must attend the entire series and do the assignments for 1 unit of credit.

The American educational system revolves around success - but what exactly does "success" mean and who gets to define it? The word "success" comes from Latin successus, meaning "an advance or good result," and the verb succedere, "to come after" (chronologically). Now people use the word to refer to (a) the accomplishment of an aim, (b) the attainment of popularity or profit, or (c) a person or thing that achieves desired aims or attains prosperity. In this seminar, we will trace the meaning of the word "success" through history, politics, and culture - straight into your lives as Stanford students. What are mainstream notions of "success" and "failure" in the educational system today? Who or what creates these categories and assigns people to them? What are the consequences of these categories for our everyday lives? What do "success" and "failure" mean to you, your culture and your communities? Through discussion, reading, creative writing and reflection, we will interrogate "success" and "failure" from a variety of angles. You will develop a deeper understanding of the various ways that these words are used, and you will be asked to develop your own personal, cultural and communal definitions.

Goal is to prepare Education and Youth Development fellows for their work with adolescents in the Haas Center's pre-college summer programs and to define their role in addressing educational inequities in the summer programs and beyond.

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.

For undergraduates considering teaching or working with adolescents, and for those planning to apply to the coterminal program in the Stanford Teacher Education program (STEP). Students work together to define the genre of young adult novels. What they reveal about adolescence in America. How to read and teach young adult literature.

(Graduate students register for EDUC 212 or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.

DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational wayfinding, and innovating college outcomes - all applied through an introduction to Design Thinking. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Admission to be confirmed by email to Axess registered students prior to first class session. More information at www.designingyourstanford.org.

The sociology of science concerns the social structures and practices by which human beings interpret, use and create intellectual innovations. In particular we will explore the claim that scientific facts are socially constructed and ask whether such a characterization has limits. Course readings will concern the formation and decline of various thought communities, intellectual social movements, scientific disciplines, and broader research paradigms. A special focus will be placed on interdisciplinarity as we explore whether the collision of fields can result in new scientific advances. This course is suitable to advanced undergraduates and doctoral students.

This course is for students in the Public Service Leadership Program offered through the Haas Center for Public Service. The PSLP Practicum provides an opportunity for PSLP students to reflect on their own leadership experiences and to learn from each other's leadership experiences while continuing to build a community of peer service leaders. The PSLP Practicum will meet every other week throughout the quarter.